I do not know of a teaching strategy that would better relate and be an example of the social learning theory in practice other than cooperative learning. In this week's resources, Dr. Orey (2009) describes social learning theories as students when they are actively taking part in assembling and creating artifacts that demonstrate what they are learning while engaging in educational dialogue. Pitler, Hubbell, Kuhn, and Malenoski (2007) say that cooperative learning is when students are interacting with one another for learning purposes and for forming new understandings. Through cooperation and collaboration, students can learn from one another, forming new understandings that by themselves, would not occur.
One thing that the Internet and technology does well is allow for collaboration and socialization. Because of this, cooperative learning can take on a new form other than just working together in the classroom. With proper planning by groups, multimedia projects can be produced as a culminating artifact. The Web not only allows for collaboration among classmates, but it also allows for cooperative learning to occur between students of classrooms from different parts of the world. Through sites such as ePALS, Keypals Club International, and Intercultural E-Mail Classroom Connections, students from different cultures can learn with one another and from one another. There are endless possibilities when it comes to web quests and web site designs for collaboration, as well as multi-player simulation games. Wikis and blogs, at this point, seem to be common practice for cooperative learning and collaborating among classmates.
Again, I can not think of a better way to open up doors to working with other people near and very far, as far as a person can imagine. Even when thinking about the classes that I am taking along with many other students across the globe, Walden University is an example of social learning theories and cooperative learning. The Web must be a tool that is used for these purposes.
References:
Laureate Education. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, April 5, 2010
Sunday, March 28, 2010
Top of the 4th - Constructionism in the Classroom
In this week's video, Dr. Orey discusses contructivism and constructionism. Both theories deal with how the brain builds its own understanding of the world around it, how it takes in new information, compares the new with the old, and thus constructs understanding or schema. Constructionism takes the building process one step further. Not only do learners take in information and formulate an understanding of their own, but learners can take the construction of understanding even further by actually applying what they know in creating an artifact that exemplifies this understanding of a concept. When students are fully engaged in the learning process, they are able to construct a very strong understanding of what it is that needs to be learned and fully demonstrating the cognitive process (Laureate, 2009).
I feel that anytime students can take concepts and apply them to real life situations, and in the process, create an artifact that symbolizes the learning that has taken place, the concepts become cemented in the long term memory. The concepts become truly meaningful to the learners. Most elementary students that I know love to create things in class. To be able to create artifacts that test out their own thoughts and hypotheses is a wonderful learning activity, fully engaging their minds in hands-on activities. You can witness first-hand learning taking place as you move around the classroom, listening to the educational on-task discussion of what it is that they are working on. Working in teams and collaborating on tasks, seeing light bulbs turning on and shining bright is what teaching is all about. In this week's text, Pitler, Hubbell, Kuhn, and Malenoski describe a number of activities involving technology and the constructing of understanding through engaging hands-on and minds-on activities. Through using problem based learning activities, spread sheet software can be used to simulate real-world situations and apply concepts about savings and investment that are being taught in class to test out hypotheses. In other activities, data collection tools were used to collect and analyze data gathered in science classes. Finally, gaming software and web resources allow students to be leaders of their own countries and make extremely important and influential decisions regarding their countries' place in the virtual world. The authors state, "Web resources and gaming software...allowing students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations...provides incredibly engaging learning environments, resulting in increased motivation and retention in learning" (Pitler, Hubbell, Kuhn, & Malenoski, p.212, 2007).
I believe that these and other activities where students are actively applying what they have learned into making decisions, collaborating with other classmates, and creating situations where they can see their ideas come to life is fully engaging and reflects what Dr. Orey describes as constructivism and constructionism.
Resources:
I feel that anytime students can take concepts and apply them to real life situations, and in the process, create an artifact that symbolizes the learning that has taken place, the concepts become cemented in the long term memory. The concepts become truly meaningful to the learners. Most elementary students that I know love to create things in class. To be able to create artifacts that test out their own thoughts and hypotheses is a wonderful learning activity, fully engaging their minds in hands-on activities. You can witness first-hand learning taking place as you move around the classroom, listening to the educational on-task discussion of what it is that they are working on. Working in teams and collaborating on tasks, seeing light bulbs turning on and shining bright is what teaching is all about. In this week's text, Pitler, Hubbell, Kuhn, and Malenoski describe a number of activities involving technology and the constructing of understanding through engaging hands-on and minds-on activities. Through using problem based learning activities, spread sheet software can be used to simulate real-world situations and apply concepts about savings and investment that are being taught in class to test out hypotheses. In other activities, data collection tools were used to collect and analyze data gathered in science classes. Finally, gaming software and web resources allow students to be leaders of their own countries and make extremely important and influential decisions regarding their countries' place in the virtual world. The authors state, "Web resources and gaming software...allowing students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations...provides incredibly engaging learning environments, resulting in increased motivation and retention in learning" (Pitler, Hubbell, Kuhn, & Malenoski, p.212, 2007).
I believe that these and other activities where students are actively applying what they have learned into making decisions, collaborating with other classmates, and creating situations where they can see their ideas come to life is fully engaging and reflects what Dr. Orey describes as constructivism and constructionism.
Resources:
Laureate Education. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, March 20, 2010
Bottom of the 3rd - Cognitive Theories of Learning
It seems to make sense to me that the more pathways that can be created to access information learned, the more this information cements itself in long-term memory. The more senses individuals use to take in information, the greater the chances are that the information will remain, waiting for it to be retrieved at a later time. Any time learners take new information, and manipulate it in a way that makes sense to them, they attach more meaning. Making meaningful connections creates more pathways and triggers that will link back to specific details(Laureate, 2007).
The use of advance organizers, questioning, and cues before a given lesson will open doors to what is about to be learned, creating a reason and interest to continue on with a lesson (Pittler, Hubbell, Kuhn, & Malenoski, p.73, 2007). By using such technologies as spread sheet and concept mapping software, students are able to use information learned to either represent data in various ways and create mental maps connecting one idea to another, heightening the level of understanding. Taking students on a virtual field trip (Laureate, 2007) is one of the most interesting ways to step out of the classroom, allowing students to "travel" any where in the world to see real-world applications of what is being learned in class. For example, in my fifth grade social studies class, it is possible to take students to the Constitution Center in Philadelphia, Pennsylvania, where students can see exhibits and presentations about the details of the Constitution as we study it from our room. It is also possible to take students to a museum to see artifacts from ancient civilizations, all from their seats in class. This may be a way to create episodes, where information is linked to occurrences and emotion, thus placing information into one's episodic memory.
When students take notes in class and are asked to summarize what they have learned, they must actively think about what is being told to them, copy down what is to them the most important details, and construct their notes and summarizing in their own words. Because of this, there has to be some type of in depth thought going on as students complete this task. This follows along with cognitive theories, where learning is seen as information enters the brain, is organized, stored, and is kept there until retrieved when needed (Lever-Duffy & McDonald, p.16, 2008).
Wikis amd blogs are great ways to use technology to help take and synthesize notes from class and also allowing collaboration between students to take place. When students learn from other students, there is more chances for deeper understanding to occur. If class notes are combined with related images in a power point presentation, more cognitive thought has gone into understanding what the notes explain. More meaning is attached to the notes when linked with images creating more pathways to the information for recall later (Pittler, Hubbell, Kuhn, & Malenoski, p.131 and p.135, 2007).
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
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.
The use of advance organizers, questioning, and cues before a given lesson will open doors to what is about to be learned, creating a reason and interest to continue on with a lesson (Pittler, Hubbell, Kuhn, & Malenoski, p.73, 2007). By using such technologies as spread sheet and concept mapping software, students are able to use information learned to either represent data in various ways and create mental maps connecting one idea to another, heightening the level of understanding. Taking students on a virtual field trip (Laureate, 2007) is one of the most interesting ways to step out of the classroom, allowing students to "travel" any where in the world to see real-world applications of what is being learned in class. For example, in my fifth grade social studies class, it is possible to take students to the Constitution Center in Philadelphia, Pennsylvania, where students can see exhibits and presentations about the details of the Constitution as we study it from our room. It is also possible to take students to a museum to see artifacts from ancient civilizations, all from their seats in class. This may be a way to create episodes, where information is linked to occurrences and emotion, thus placing information into one's episodic memory.
When students take notes in class and are asked to summarize what they have learned, they must actively think about what is being told to them, copy down what is to them the most important details, and construct their notes and summarizing in their own words. Because of this, there has to be some type of in depth thought going on as students complete this task. This follows along with cognitive theories, where learning is seen as information enters the brain, is organized, stored, and is kept there until retrieved when needed (Lever-Duffy & McDonald, p.16, 2008).
Wikis amd blogs are great ways to use technology to help take and synthesize notes from class and also allowing collaboration between students to take place. When students learn from other students, there is more chances for deeper understanding to occur. If class notes are combined with related images in a power point presentation, more cognitive thought has gone into understanding what the notes explain. More meaning is attached to the notes when linked with images creating more pathways to the information for recall later (Pittler, Hubbell, Kuhn, & Malenoski, p.131 and p.135, 2007).
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning, theory, instruction, and technology. [DVD]. Baltimore: Author.
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.
Thursday, March 18, 2010
Top of the 3rd - Behaviorism in the Classroom
In my mind, the learning theory of behaviorism is one of the most common used theories in a classroom. It may even be one of the most common learning theories that individuals develop understanding of basic behaviors. Lever-Duffy and McDonald (2008) state that with positive behavior comes some form of reward. With negative behavior comes some form of punishment or no recognition at all (p.15). During this process, also referred to as operant conditioning, there is no real thought taking place, the brain making decisions based on the thought that it wants to receive that reward. It does not want to receive a negative response or no response at all. Most simple behavioral issues in the classroom are probably handled in this manner, with positive behavior comes a reward in the form as something tangible or something as simple as a pleasing look on a teacher's face. With negative behavior comes a response in the form of exclusion from activities, or something as simple as an unpleasing look on a teacher's face. Sometimes, the look alone can cause students to understand quite quickly that what he or she did should not be repeated. Believe me, I have experienced some of the most intimidating looks from teachers.
For teachers, if we can get desired behaviors from our students based on this theory, I feel that it is possible for students to understand that with more effort may come higher levels of achievement. If this connection can be made, many students may become more successful in school and later in life. According to authors Pitler, Hubbell, Kuhn, and Malenoski (2007), students may be able to make the connection between effort and achievement through charting their level of effort given during activities and their level of achievement. Once students realize that their level of achievement is affected by how much effort given, it could condition the students to put forth a more consistently higher level of effort.
Along that line of thought, I believe that the completion of homework is part of a student's effort to succeed. This being said, however, homework that is assigned should be meaningful practice of skills taught in school. Assignments referred to as "drill and kill" should be avoided. These type of assignments may cause students to lose interest in what is being taught. Meaningful practice of skills in real life situations is what should be assigned. Teachers should also give immediate feedback, allowing very little room for students to practice skills in an incorrect manner.
Again, if teachers can have their students understand that with more effort may come higher desired achievement, students may become conditioned to put forth more effort on a consistent basis, thus making use of the behaviorist theory of learning.
References:
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.
For teachers, if we can get desired behaviors from our students based on this theory, I feel that it is possible for students to understand that with more effort may come higher levels of achievement. If this connection can be made, many students may become more successful in school and later in life. According to authors Pitler, Hubbell, Kuhn, and Malenoski (2007), students may be able to make the connection between effort and achievement through charting their level of effort given during activities and their level of achievement. Once students realize that their level of achievement is affected by how much effort given, it could condition the students to put forth a more consistently higher level of effort.
Along that line of thought, I believe that the completion of homework is part of a student's effort to succeed. This being said, however, homework that is assigned should be meaningful practice of skills taught in school. Assignments referred to as "drill and kill" should be avoided. These type of assignments may cause students to lose interest in what is being taught. Meaningful practice of skills in real life situations is what should be assigned. Teachers should also give immediate feedback, allowing very little room for students to practice skills in an incorrect manner.
Again, if teachers can have their students understand that with more effort may come higher desired achievement, students may become conditioned to put forth more effort on a consistent basis, thus making use of the behaviorist theory of learning.
References:
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.
Sunday, February 28, 2010
Bottom of the 2nd - Class Reflection
In the class that I am about to complete, titled "Understanding the Impact of Technology on Education, Work and Society," I have been able to focus on how technology influences the lives of adults and students alike. I have also had the chance to study how the lives of today's children have been affected due to growing up from as early as they can remember with technology in their hands. I did not have to look far to study this first hand, watching my four-year old daughter play games on my wife's IPhone that she has downloaded through applications.
My skills of using technology have definitely improved, now having been exposed to blogging, wikis, and podcasting. Not only have I become familiar with all of these on a personal level, but I have also realized how all three can be used in my classroom with students. I have also realized how these come in handy with collaborating with fellow colleagues. One of the newest and most rewarding experiences and one that I will certainly make use of is the searching and reading of educational blogs and allowing valuable experiences and information become a part of my classroom.
I plan on finding new and exciting ways to incorporate technology into my classroom on a regular basis, well beyond just using it to type out papers. I will make use of blogging and wikis and find ways to integrate these into my science, social studies, language arts, and math classes and will not feel afraid to do so as before. Smart boards and white boards are on the top of my wish list and will do whatever I can to get one into my classroom. Through this class and other classes in my master's program, I plan on trying my best to absorb and apply the newly attained knowledge and skills to my teachings. This knowledge and the knowledge I will gain through the blogs that I have discovered and will discover, I will be able to teach to my 21st century students.
As stated above, I want to make on of my goals during the next two years to do whatever it takes to have a smart board/white board placed in my classroom. I can not even imagine what it would be like to have that technology at my finger tips while educating my students. Through my last application and creating my podcast, I was able to talk to a student who has a teacher with a smart board. Her eyes lit up when describing how her teacher seamlessly will go from instructing to answering a student's question by searching the web, all while displaying her actions on the white board in front of her class. She also described how her teacher uses the board to model math problems. Her excitement for learning in this manner rubbed off on me instantly, and I will do what ever is in my power to get one in my classroom!
Another goal of mine over the next two years, is to just simply incorporate forms of technology regularly in my teachings. This will be beyond a tech class once a week and the typing of reports. I can envision having computers to be a center in my classroom all of the time. I will have my students blogging journal entries, exploring educational websites, completing research projects, and using wiki pages in many various ways. I am only half-way complete with my classes through Walden, and I look forward to learning many more ways to work technology into my classroom in the most educational and beneficial was possible.
In conclusion, I was very pleased with what I have learned through this class and through collaborating with other fellow teachers (students) as we exchanged thoughts and ideas through the discussion board topics. As I reflect on what I have learned and gained as an educator in this class, I can certainly feel the excitement building as some fears have been erased, some walls have been broken down, and some windows and doors have definitely been opened!
Sunday, January 31, 2010
Top of the 2nd
I'm excited about a National organization, The Partnership for 21st Century Skills, http://www.21stcenturyskills.org/index.php founded in 2002 by the US Department of Education in partnership with several well known organizations. The foundation partners education with business, community and government leaders to position educators with 21st century skills necessary to ensure students are equipped to be "effective citizens, workers and leaders in the 21st century." I discovered the Web site while completing an assignment for one of my graduate classes at Walden University. The site offers many tools, resources, upcoming events and related news and information on the different states already participating.
I often find myself in discussion regarding the need for schools to mirror 21st century business practices. I had not previously been exposed to the orgainzation, but found the mission statement to echo the sentiments of many teachers and non-teachers alike. We teach students how to read and write, but aren't doing enough to prepare them for real life corproate America. I have not seen anything to this magnitude to prepare children for their future career and feel this is a must needed initiative, especially in my school.
My wife works for a fortune 200 corporation and my day to day life as a school teacher is a complete 180 from her day at the office. In hearing some of my frustrations with the politics and administration of the school, she would say they really need to treat schools more like a business. I was pleasantly surprised to see such a big push for education to mirror and partner with the businesses of the 21st century. Many of the 21st Century themes and skills rang familiar to the conversations I've had with my wife about corporate expectations and measurements. As a VP of Sales, much of her performance is measured against results and behavioral leadership skills up to and including a large percentage of her pay.
The site spoke much about the skills that students need to possess to succeed in life and in a career in the 21st century, but lacked information and ideas on how to incent teachers much the way businesses compensate their leaders on their performance in influencing these necessary skills. I think this is critical in order to effectively incorporate the themes and skills into day to day lessons. Also our school curriculum is lacking tools and resources on many of the key themes and skills and more awareness is needed. Students will be ill prepared for life situations and career if more is not done to develop their professional future. As a contemporary educator, every lesson should deliver experience and life skills for our future leaders, if we aren't preparing them for essential basic life lessons, in many cases no one else will either.
I often find myself in discussion regarding the need for schools to mirror 21st century business practices. I had not previously been exposed to the orgainzation, but found the mission statement to echo the sentiments of many teachers and non-teachers alike. We teach students how to read and write, but aren't doing enough to prepare them for real life corproate America. I have not seen anything to this magnitude to prepare children for their future career and feel this is a must needed initiative, especially in my school.
My wife works for a fortune 200 corporation and my day to day life as a school teacher is a complete 180 from her day at the office. In hearing some of my frustrations with the politics and administration of the school, she would say they really need to treat schools more like a business. I was pleasantly surprised to see such a big push for education to mirror and partner with the businesses of the 21st century. Many of the 21st Century themes and skills rang familiar to the conversations I've had with my wife about corporate expectations and measurements. As a VP of Sales, much of her performance is measured against results and behavioral leadership skills up to and including a large percentage of her pay.
The site spoke much about the skills that students need to possess to succeed in life and in a career in the 21st century, but lacked information and ideas on how to incent teachers much the way businesses compensate their leaders on their performance in influencing these necessary skills. I think this is critical in order to effectively incorporate the themes and skills into day to day lessons. Also our school curriculum is lacking tools and resources on many of the key themes and skills and more awareness is needed. Students will be ill prepared for life situations and career if more is not done to develop their professional future. As a contemporary educator, every lesson should deliver experience and life skills for our future leaders, if we aren't preparing them for essential basic life lessons, in many cases no one else will either.
Sunday, January 17, 2010
Blogging in the classroom - Bottom of the first
In learning about blogs, I realized I am not taking advantage of this great resource in my classroom. I've really been missing the boat. I can see many uses for a blog and so many times we as teachers are concerned about budget (or lack thereof), but this is one tool that we can use and free of charge! In addition to being cheap it also serves as a connection between school and shall we say, "real life". A blog serves as an excellent communication tool. I can share with parents about lessons and daily learnings. As a parent myself I would value any additional information on what is occuring in the classroom. I could incorporate pictures and share stories each day and invite parents and other teachers to see what we are discussing. Blogs offer another means to interact and get parent involvement, which ultimately helps the children and makes my job easier.
Second, we use a journal today as a means for students to discuss daily assignments. As I learned in class, children become more concerned about grammer when they know others will be viewing their work. In addition, they will better learn to navigate through the internet and on the computer and improve typing skills. Most importantly it will act as a forum to share thoughts and interact and even collaborate with one another. Several of my students are already accustomed to blogs via Facebook, My Space, etc. and having an online journal via the blog will definitely excite and invigorate them!
I could see using an online blog to replace standard written essays. Not only would they be able to share their work with other students, but showcase their hard work for their friends and other family members.
In school today, their is less time to focus on opinions and not much opportunity for self expression, but a blog encourages these very important pieces of learning. I will use a blog to enhance the lessons by allowing students to document their thoughts and interact with one another, bringing the lessons to life by sharing real life experiences.
As a fifth grade teacher, I focus on math, science and social studies. I can see how a blog saves paper, time and allows a forum to give children a voice. I can only imagine the excitement when my students see that someone has posted a comment to their work!
Second, we use a journal today as a means for students to discuss daily assignments. As I learned in class, children become more concerned about grammer when they know others will be viewing their work. In addition, they will better learn to navigate through the internet and on the computer and improve typing skills. Most importantly it will act as a forum to share thoughts and interact and even collaborate with one another. Several of my students are already accustomed to blogs via Facebook, My Space, etc. and having an online journal via the blog will definitely excite and invigorate them!
I could see using an online blog to replace standard written essays. Not only would they be able to share their work with other students, but showcase their hard work for their friends and other family members.
In school today, their is less time to focus on opinions and not much opportunity for self expression, but a blog encourages these very important pieces of learning. I will use a blog to enhance the lessons by allowing students to document their thoughts and interact with one another, bringing the lessons to life by sharing real life experiences.
As a fifth grade teacher, I focus on math, science and social studies. I can see how a blog saves paper, time and allows a forum to give children a voice. I can only imagine the excitement when my students see that someone has posted a comment to their work!
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