Sunday, December 16, 2012

Final Reflection


Wow! Where has time gone! It honestly seems like just yesterday I was beginning my 5th class at Walden University and writing my personal theory of learning. Here I am, seven weeks later, and filled with information and ideas on technology integration and different learning theories/strategies.
       This course has deepened my knowledge and understanding of learning theories and the use of educational technologies. Now I know not only the four different learning theories, but I also know different instructional strategies to use with each learning theory. I still believe that I teach and implement bits and pieces from each of the four learning theories. All four learning theories, behaviorism, cognitivism, constructionism/constructivism, and social constructionism, implement the idea of having the student actively involved in his/her own learning. This course has taught me the importance of implementing technology in my teaching. Not only is it important for me to use technology in my teaching, but it is also equally important, if not more important, for students to use and experiment with technology while they learn.
       Through this course, I have realized there is an immediate change I need to make to my own teaching. I need to let go of the teaching reigns. So much of my teaching is teacher-centered. I am talking to the students. The knowledge is coming from and going to them. I need to make my classroom more student-centered. I need to allow the students to be in charge of their own learning. I need to give them a task and allow them to experiment, explore, and learn on their own, with the use of technology. In order to make my classroom more student-centered, I need to implement and try more types of technology. One example of technology I would like to try in my classroom is virtual field trips. Just the other day the students were working on a math problem that involved data from Old Faithful. I asked my students how many people had seen the actual Old Faithful geyser. None of them raised their hands. I then asked my students how many of them know what Old Faithful was. None of them raised their hands. Situations like that are awesome opportunities to pause instruction and take them on a virtual field trip. A second type of technology I would like to implement in my classroom is Google+. I would like the chat-room like feature to create on-line classrooms for my students. Although those are only two examples of what I would like to try, this class has given me countless amounts of examples and ideas on how to incorporate and integrate technology into my instruction.
       In order to implement more technology into my instructional practices, I have created two goals for myself. My first goal is to give my students more freedom. I want to create more student-centered lessons. I want to give my students a task and tell them go, “GO!” before I explain it. In order to achieve this goal, I will sign out a computer lab, give my students a question they must answer, and tell them they must use the Internet and each other to find the answer and then may not ask me. This is only the start of achieving this goal but it will at least allow me to ease into the process. My second goal is to try two new technological tools before the end of the school year. In order to achieve this goal, I will create two different lessons implementing the two different kinds of technology. Depending on how well the lessons go, I will continue to implement the technologies tried.


Wednesday, November 28, 2012

Link to my VoiceThread

http://walden.voicethread.com/share/3779726/

It doesn't get much better than social learning



           



              There are many “parts” or principles to the social learning theory. In the social learning theory, “students are actively engaged in constructing artifacts and conversing with others” (Laureate Education, Inc., 2011) “context and culture are critical in constructing knowledge and understanding of the world around us” (Laureate Education, Inc., 2011), and “teaching others helps the learner develop a deeper understanding of the content” (Laureate Education, Inc., 2011).
            There are also many instructional strategies used in classrooms today that correlate with the principles of social learning theories. Collaborative and cooperative learning are key ingredients to the social learning theory and all of the instructional strategies involve both collaboration and cooperation.
            One example of an instructional strategy is the Jigsaw Strategy. When using the Jigsaw Strategy, students are put into groups. Each person in the group is assigned to a topic and must research that topic. After the research is complete, each person must teach his/her group about the topic (Laureate Education, Inc., 2011). This relates to social learning because students are working in groups, creating information to share with each other, and relying heavily on the conversations with one another in order to learn.
            A second example of an instructional strategy is creating a video. Students are put into groups and given specific roles and must successfully create a video. Again, the students are working in groups, they must rely on each other, and a really cool artifact will be created at the end.
            A final example of an instructional strategy is keypals. Keypals can be used in the classroom and allow students to use e-mail to collaborate with students in other classes or students from far away (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.145).
            No matter what instructional strategy is used, it is important for students to be practicing the principles of the social learning theory. “To be prepared for the fast-paced, virtual workplace that they will inherit, todays students need to be able to learn and produce cooperatively.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.139).

References:

Laureate Education, Inc.(Producer). (2011) Social Learning Theories.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Wednesday, November 21, 2012

Practice Your Constructionism




          To get started, please allow me to introduce you to and inform you of two learning theories, constructivism and constructionism. Constructivism is “a theory of knowledge stating that each individual actively constructs his/her own meaning” (Laureate Education, Inc., 2011). Constructionism is “ a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2011). Constructionism is very important in the classroom. Basically, in order for students to learn, and I mean really learn, they need to be getting involved and building things. Students need to be engaged in learning and create an artifact. Then, learning will happen.
            In order to use constructionism in the classroom and get students involved and engaged, there are several different instructional strategies that can be used in the classroom. One strategy is learning by design. Learning by design is “the value if learning through creating, programming or participating in other forms of designing” (Orey, 2001). When using learning by design, the tasks should be hands-on experiences in real-word contexts. Collaboration between students is a necessity. Clear expectations need to be given, students need to be informed on how they will be evaluated, the teacher is a facilitator/motivator, and feedback must be provided on the artifact that is created by the student(s) (Orey, 2001). I think this strategy does an excellent job of given the students ownership of their own learning.
            A second strategy is project-based learning and problem-based instruction. I grouped these two strategies together because I think they are similar. Project-based learning engages learners in complex activities, requires multiple stages, and is done over an extended period of time (Orey, 2001). Problem based instruction challenges students to address real-world problems and resolve realistic dilemmas (Orey, 2001). Both of these strategies allow knowledge to be actively constructed in the mind of the learner rather than have the knowledge simply transmitted from teacher to student. This allows students to create new ideas and be actively engaged in their learning, making it more meaningful for them.
            A final strategy is generating and testing hypotheses. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.202). I think students could generate and test hypotheses through project-based learning. Then, the students would be getting the best of both worlds!
            Regardless of which strategy is used, hands-on learning that allows the student to create something is what constructionism is all about.

References:

Laureate Education, Inc.(Producer). (2011) Constructionist and Constructivist Learning Theories.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.


Wednesday, November 14, 2012

Cognitivism...



Like many teachers, my goal is to teach my students and make sure they learn in my classroom. “The development of cognitive learning theories marked a change in how educators thought about learning” (Laureate Education, Inc., 2011). Now days, the assistance of technology is available to not only help teach the students, but to support the students in understanding and retaining information. Cognitive learning theories are based off of information processing. In order for a student to really, and I mean really, learn something he or she must go through the three steps of the information processing model. First the individual must receive the information. Next, that information travels into the short-term memory and if the information is processes deeply enough (or really learned) it will end up in the long-term memory (Laureate Education, Inc., 2011). Basically, whatever I teach students I want it to end up in their long-term memory. Luckily for me and many other teachers out there, there are different instructional strategies available to help whatever is being taught end up in the long-term memory of students.
            The first strategy is using cues, questions, and advance organizers. Both cues and questions are beneficial. Cues are reminders or hints about what the students are about to learn and questions can trigger the students’ memories and help access prior knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.13). However, I think advance organizers work the best when teaching for understanding. Advance organizers are like concept maps, a graphical tool for organizer and representing knowledge (Novak & Canas, 2008, p.1). Concept maps makes it possible for students to make cross-links, showing how two things are related. They also allow the students to give specific examples/events of pictures that trigger a memory or personal experience for the student, creating an episodic experience.
            The second is summarizing and note taking. Personally, I think summarizing and note taking are part of every class (depending on the grade level) but do not necessarily always enhance learning. It does however enhance the students’ abilities to organize information in a way that captures the main ideas and supporting details (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.120).
            The final strategy is virtual field trips. Virtual field trips are “web based tools that can expand learning opportunities by allowing students to visit places they otherwise might not be able to” (Laureate Education, Inc., 2011). This is by far my favorite instructional strategy. I truly believe this would help students learn and understand the material they are being presented with. I think students are much more likely to be engaged and have a powerful learning experience. Any educational experience that is powerful uses all learning theories.

References:

Laureate Education, Inc.(Producer). (2011) Cognitive Learning Theories.

Laureate Education, Inc.(Producer). (2011) Spotlight on Technology: Virtual Field Trips.

Novak, J. D., & CaƱas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Wednesday, November 7, 2012

Are you BEHAVING?


            
First things first. If you are reading this post and you do not know what behaviorism is or what the behaviorist learning theory is then you are going to be lost. If you get lost you will probably stop looking at my blog and that’s the last thing I want! So, behaviorism is changes in behavior that result from stimulus response associations made by the learner. An individual selects one response instead of another because of a prior condition (Orey, 2001). In other words, reinforce what you want people to do again and ignore or punish what you want people to stop doing (Smith, 1999, p. 3).  
            In the graduate class I am taking, several instructional strategies were described and several of those strategies correlated with the beliefs/ideas of behaviorism (everything I explained in the first paragraph)…
            One instructional strategy described was programmed instruction. Programmed instruction is like an on-line tutorial. Small amounts of information are presented, guiding questions are asked, and the system says if the questions were answered correctly or not (Laureate Education, Inc., 2011). This correlates with the behaviorist learning theory because when the learner answers the questions correctly, he/she passes the class. Passing the class is the reinforcement. A student learns that answering the questions correctly is a good a thing and good things happen because of it and therefore the student is going to continue to strive to answer all of the questions correctly.
            A second instructional strategy described was behavior management contacts. In this example, there is usual a consequence for a bad behavior (Laureate Education, Inc., 2011). If a student does not demonstrate the correct behavior he/she is going to be punished because of it. The punishment will hopefully decrease the frequency of the poor behavior.
            Effort/achievement was the third instructional strategy described. “Effort is the most important factor in achievement” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155). Effort correlates with the behaviorist learning theory because when effort is given, it should be reinforced. When a student’s effort is reinforced, it shows and proves to the student hard work pays off. When effort is put forth towards something, great outcomes will happen.
            Technology can be used to enhance the behaviorist learning theory. If a student were to use a spreadsheet to track his/her homework he/she would see that doing homework usually equates to a good grade.  Many education games or educational websites correlate to the instructional strategies of behaviorism. Often when a question is answered correctly or a level is passed successfully something “fun” happens… a celebration happens on the screen, a fun noise is played, or you move on to the next level. All of those things encourage and support the positive behavior.

Resources

Laureate Education, Inc.(Producer). (2011) Behaviorist Learning Theory

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm