In this final blog entry for EDUC 6711 we were asked to reflect on our Personal Theory of Learning formed in week one of this course. As I read through my initial application paper I am still of the mind that leaning is unique to the individual which is at the heart of constructivism (Lever-Duffy & Mcdonald, 2008). Additionally, I still maintain that behaviorism does not provide the best model for the teaching of higher order thinking skills. This is not to say that additional insights were not gained.
I would say my strongest “aha” moment came from Marzanos Non-Linguistic Representation instructional strategy. The definition seems plain enough “enhance students’ ability to represent and elaborate on knowledge using mental images” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.,2007 pg. 9). After viewing the media segment Instructional Strategies and seeing Dr. Pickering use this approach to summarize information, I knew I wanted to try it. I pulled a group of my lower students and we read an informational Science text which identified the different classifications of living things. The five kingdoms were listed. I used a white board to draw pictures and added one or two words. My students were able to explain the section without turning back to it. In the past I have read informational text with this group and then initiated small group discussion which provided for limited success. I plan to implement this approach in other areas as well. This scenario seems to support Paivio’s dual coding hypothesis which maintains that individuals will process and recover information easier if the information is presented through images (Technology: Instructional Tool vs. Learning Tool, 2010).
This course offered many examples of technology tools which could be easily used to enhance learning. The two tools I plan to make use of immediately are my promethean board and VoiceThread. I am fortunate enough to have an interactive white board in my classroom. I am dismayed to admit the board was used primarily as an instructional tool and not a learning tool. I used it to present information quickly and allowed for minimal student interaction. As a result of this course, I have begun to call more students to the board and have turned the pen tool over to them, thereby changing the board from an instructional tool to a learning tool as defined in our media resource Technology: Instructional Tool vs. Learning Tool. The second technology VoiceThread has allowed my students to take charge of their presentations. Even my struggling students are able to upload photos and post comments. The two technologies will allow my students more opportunities to interact with the material I am presenting thereby firming connections for stronger understanding.
The two long term goals I would like make are developing a classroom resource wiki and creating a webquest for the Three Fires tribes of Michigan. Currently my grade level partners and myself are in the beginning stages of creating this wiki. I have established an account on wikispaces and we have added a few content area website links. Our vision is to include the worksheets associated with each lesson and video presentations of our lessons for students who are absent. The second long term goal was selected out of a need for resources for a particular content standard. I teach in a predominately Native American school in Michigan. In our grade level standards we are required to teach about other cultures. It is my opinion the students would feel more connected to the content if they were learning about tribes in our region. I have visited Webquest.org to obtain guidelines on the initial set up. I am in the process of researching appropriate sites.
Although at times the workload seemed heavy this has been a very rewarding experience for me.
Laureate Education, Inc. (Executive Producer). (2010). Technology: Instructional Tool vs. Learning Tool.
Laureate Education, Inc. (Executive Producer). (2010). Instructional Strategies Part I.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations. In Teaching and learning with technology (3rd ed. pp. 2–35 ). Boston, MA: Pearson.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Saturday, February 19, 2011
Friday, February 4, 2011
Thursday, February 3, 2011
Connectivism and Social Learning in Practice
In this week’s resources the focus was on Social Learning theories. Constructivisim, Constructionism, and Connectivism were examined. Dr. Orey discussed the subtle differences between Constructivisim and Constructionism. The basic premise of these two theories is that “knowledge is derived from interactions”. Connctivism as discussed by George Siemens maintains that a “learner is in a networked world”. Learning is forming networks (connections) and navigating these networks. All three theories site the importance of learners interacting with each other to form stronger understanding of a concept.
One such teaching strategy that lends itself well to social interaction is Cooperative Learning. Pitler, Hubbell, Kuhn, and Malenoski caution, “Cooperative learning is not so much learning to cooperate as it is cooperating to learn”(pg. 143). This is an important point. Simply placing students in groups and hoping for learning to occur is not cooperative learning. In order for cooperative learning situations to be successful a great deal of planning must be done. Everything from group make up, how the work will be assessed, and specific roles of each group member must be developed.
Technology allows for a richer cooperative learning experience. Students are no longer limited to their classroom. Through the use of the internet they are now able to communicate effectively with classrooms around the world. Vociethread is one such technology tool which is easy to use and provides a forum for pictures, video, and voice recordings. Pitler, Hubbell, Kuhn, and Malenoski state, “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (pg. 139). The quality of these interactions can be magnified by utilizing web resources.
Laureate Education, Inc. (Executive Producer). (2010a). Program Eight. Social Constructivism. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD
One such teaching strategy that lends itself well to social interaction is Cooperative Learning. Pitler, Hubbell, Kuhn, and Malenoski caution, “Cooperative learning is not so much learning to cooperate as it is cooperating to learn”(pg. 143). This is an important point. Simply placing students in groups and hoping for learning to occur is not cooperative learning. In order for cooperative learning situations to be successful a great deal of planning must be done. Everything from group make up, how the work will be assessed, and specific roles of each group member must be developed.
Technology allows for a richer cooperative learning experience. Students are no longer limited to their classroom. Through the use of the internet they are now able to communicate effectively with classrooms around the world. Vociethread is one such technology tool which is easy to use and provides a forum for pictures, video, and voice recordings. Pitler, Hubbell, Kuhn, and Malenoski state, “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (pg. 139). The quality of these interactions can be magnified by utilizing web resources.
Laureate Education, Inc. (Executive Producer). (2010a). Program Eight. Social Constructivism. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD
Friday, January 28, 2011
Constructivism in Practice
Pitler, Hubbell, Kuhn, and Malenoski in this weeks reading layout the foundation for generating and testing hypotheses. They suggest that, “when students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (pg. 202). This line of thought is supported by Constructionism Learning as discussed by Dr. Orey. Dr. Orey states one of the key elements of the constructionist theory is that, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” One of the strongest ways to support this type of learning is through project based learning or problem based learning.
In both approaches students are constructing an artifact. They are involved in creating a product. In the problem based approach students are presented with a real world dilemma to investigate and report out on. There may or may not be a final answer. It is through the process and not the end result where the strongest opportunity for the learner to grow takes place. Students working through the problems that arise in such a project are confronted with different obstacles and questions to be addressed. An important factor to consider when using this approach is it can be a lengthy process, often taking more than one class period to complete.
Pitler, Hubbell, Kuhn, and Malenoski lay out six tasks educators may use to aide students in generating and testing hypotheses. They are “systems analysis, problem solve, historical investigation, invention, experimental inquiry, and decision making” (pg. 203).
Technology is a useful tool for this endeavor as it can help with the more tedious tasks of investigation and it provides a sleek way for students to present data. A specific example is the use of an excel to do calculations. Excel is also a good tool for generating graphs.
Even though I did not incorporate technology I have used a problem based learning approach. My students were upset over the lunch menu on day and we began an inquiry as to why this food had to be on the menu. It was chicken legs. The class gathered data as to favorite foods, representation of food groups, and how much food was wasted because items were served that students didn’t like. We took this data and presented in a graph to the principal. Unfortunately chicken legs are still on the menu, but we do have strawberry shortcake now. A real world problem and a real world solution.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology
Pitler, H., Hubbell, E., M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA :ASCD
In both approaches students are constructing an artifact. They are involved in creating a product. In the problem based approach students are presented with a real world dilemma to investigate and report out on. There may or may not be a final answer. It is through the process and not the end result where the strongest opportunity for the learner to grow takes place. Students working through the problems that arise in such a project are confronted with different obstacles and questions to be addressed. An important factor to consider when using this approach is it can be a lengthy process, often taking more than one class period to complete.
Pitler, Hubbell, Kuhn, and Malenoski lay out six tasks educators may use to aide students in generating and testing hypotheses. They are “systems analysis, problem solve, historical investigation, invention, experimental inquiry, and decision making” (pg. 203).
Technology is a useful tool for this endeavor as it can help with the more tedious tasks of investigation and it provides a sleek way for students to present data. A specific example is the use of an excel to do calculations. Excel is also a good tool for generating graphs.
Even though I did not incorporate technology I have used a problem based learning approach. My students were upset over the lunch menu on day and we began an inquiry as to why this food had to be on the menu. It was chicken legs. The class gathered data as to favorite foods, representation of food groups, and how much food was wasted because items were served that students didn’t like. We took this data and presented in a graph to the principal. Unfortunately chicken legs are still on the menu, but we do have strawberry shortcake now. A real world problem and a real world solution.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology
Pitler, H., Hubbell, E., M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA :ASCD
Friday, January 21, 2011
Cognitivism in Practice
How much information can a student process, and better yet once it is processed how does he or she access it again? In this week's media resource Dr. Orey explains that 7 + or - 2 pieces of information is all that can be handled at once (Orey, 2010). This example makes me think of a few of my college professors who would stand at the front of the hall and lecture for 50 minutes non-stop. How did I ever get through?
Fast forward to today and thank goodness many educators have moved away from presenting lessons using primarily lecture style. It is important for educators to provide strategies that help students manage the information they are presented with in daily lessons. Pitler, Hubbell, Kuhn, & Malenoski support this citing, "The instructional strategy cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use, and organize information about a topic" (pg. 73). By using these strategies in conjunction with technology, students are given many opportunities to make connections with the material. The significance of connections as a way to store information is an element of the Elaboration Theory discussed by Dr. Orey in his media presentation Cognitive Learning Theories.
Pitler, Hubbell, Kuhn, & Malensoski provided many examples of how to use the above stated stategies with technology. One such example focused on the use of organizing and brainstorming software as a way for students to "preview what they are about to learn" (pg. 77). In the text a concept map was created using Kidsperation.
This week in my classroom I accessed Webspiration a similar software application. My students viewed a virtual field trip of the Everglades and as a class we developed a concept map with a focus question of How do invasive species impact an ecosystem? I was extremely satisfied with the result. My students were supplying information from both the virtual field trip and our Science text and having fun in the process. Imagine that.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive Learning Theories. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Fast forward to today and thank goodness many educators have moved away from presenting lessons using primarily lecture style. It is important for educators to provide strategies that help students manage the information they are presented with in daily lessons. Pitler, Hubbell, Kuhn, & Malenoski support this citing, "The instructional strategy cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use, and organize information about a topic" (pg. 73). By using these strategies in conjunction with technology, students are given many opportunities to make connections with the material. The significance of connections as a way to store information is an element of the Elaboration Theory discussed by Dr. Orey in his media presentation Cognitive Learning Theories.
Pitler, Hubbell, Kuhn, & Malensoski provided many examples of how to use the above stated stategies with technology. One such example focused on the use of organizing and brainstorming software as a way for students to "preview what they are about to learn" (pg. 77). In the text a concept map was created using Kidsperation.
This week in my classroom I accessed Webspiration a similar software application. My students viewed a virtual field trip of the Everglades and as a class we developed a concept map with a focus question of How do invasive species impact an ecosystem? I was extremely satisfied with the result. My students were supplying information from both the virtual field trip and our Science text and having fun in the process. Imagine that.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive Learning Theories. [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.
Thursday, January 13, 2011
Behaviorism in Practice
It is my belief that learning is unique to each individual and at times may not be easily observed. This belief does not fit neatly into the behaviorism model. In the Behaviorist model the focus is on observed behavior and not an individuals thoughts or emotions (Orey, 2001). Even though it would seem that I am at odds with this theory, after completing the readings from this week, I realize Behaviorism is alive and well in my classroom.
In this weeks media resource Dr. Orey discussed operant conditioning and the importance of re enforcement in the process of cementing desired behaviors. Pitler, Hubbell, Kuhn, & Malenoski in their book cite the value of reinforcing effort. They go on to state, "The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p. 155). Pitler, Hubbell, Kuhn, & Malenoski suggest that spreadsheet software is a good fit for students to track their effort (p. 156).
Currently I teach 4th grade and my students do have a limited working knowledge of Excel. I use a printed matrix for students to record their progress through specific subjects. The matrix lists each assignment and quiz. In addition, the matrix also lists the concept that each assignment is addressing. After a student completes a quiz or test I meet with him/her to discuss his/her score. The score is recorded on his/her spreadsheet. The spreadsheet provides positive feedback to the student proving that he/she is moving in a positive direction. Even though my students are using a paper spreadsheet I still feel this incorporates a technological element. As my students become more experienced with Excel, I plan to have them monitor their progress paper free.
Another way technology is incorporated into my classroom is as a supplement to my lessons. Once the lesson is taught students usually complete an individual worksheet. Once the worksheet is complete students access what I call website practice. I have several links that are classified by subject area. The links have different activities. Some sites have power points that a student may view, while others have interactive games. The website practice serves two purposes. First it gives added exposure and interaction with the content. Pitler, Hubbell, Kuhn, & Malenoski support this view by stating, "Multiple exposures to material help students deepen their understanding of content and become proficient with skills"(p. 188). The second purpose is it allow for the student to equate learning and fun.
Much to my chagrin I do use Behaviorism for more than simply classroom management. The matrix is a system of positive re enforcement designed to encourage the student to complete assignments. The access to website practice is also positive re enforcement as students want to use laptops.
Behaviorist Learning Theory Dr. Orey
Orey,M.(Ed). (2001) emerging perspectives on learning, teaching, and technology.
retrieved from http://projects.coe.uga.edu/epitt/index/ph?title+Main_Page
Pitler, H. Hubbell, E., Khun, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD
In this weeks media resource Dr. Orey discussed operant conditioning and the importance of re enforcement in the process of cementing desired behaviors. Pitler, Hubbell, Kuhn, & Malenoski in their book cite the value of reinforcing effort. They go on to state, "The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p. 155). Pitler, Hubbell, Kuhn, & Malenoski suggest that spreadsheet software is a good fit for students to track their effort (p. 156).
Currently I teach 4th grade and my students do have a limited working knowledge of Excel. I use a printed matrix for students to record their progress through specific subjects. The matrix lists each assignment and quiz. In addition, the matrix also lists the concept that each assignment is addressing. After a student completes a quiz or test I meet with him/her to discuss his/her score. The score is recorded on his/her spreadsheet. The spreadsheet provides positive feedback to the student proving that he/she is moving in a positive direction. Even though my students are using a paper spreadsheet I still feel this incorporates a technological element. As my students become more experienced with Excel, I plan to have them monitor their progress paper free.
Another way technology is incorporated into my classroom is as a supplement to my lessons. Once the lesson is taught students usually complete an individual worksheet. Once the worksheet is complete students access what I call website practice. I have several links that are classified by subject area. The links have different activities. Some sites have power points that a student may view, while others have interactive games. The website practice serves two purposes. First it gives added exposure and interaction with the content. Pitler, Hubbell, Kuhn, & Malenoski support this view by stating, "Multiple exposures to material help students deepen their understanding of content and become proficient with skills"(p. 188). The second purpose is it allow for the student to equate learning and fun.
Much to my chagrin I do use Behaviorism for more than simply classroom management. The matrix is a system of positive re enforcement designed to encourage the student to complete assignments. The access to website practice is also positive re enforcement as students want to use laptops.
Behaviorist Learning Theory Dr. Orey
Orey,M.(Ed). (2001) emerging perspectives on learning, teaching, and technology.
retrieved from http://projects.coe.uga.edu/epitt/index/ph?title+Main_Page
Pitler, H. Hubbell, E., Khun, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD
Subscribe to:
Comments (Atom)