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
Friday, January 28, 2011
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)