On a daily basis, we teachers see how much students are affected and learn from their environment. Everyday I have students telling me about something they did or heard from a parent or grandparent that influences the way they see things and how they learn. Each and every student has a uniqueness about them and their experiences reflect that uniqueness if we take the time to listen and allow them to elaborate. Many times we have to steer the conversation back to where we want or need it to be but rather we want to admit it or not learning is taking place within the classroom from each other this is certainly social learning. I tend to agree with Kim that each of us has our own reality and none of us will see the same thing in the same way it might be similar but we will still see it differently (Kim, 2001).
Cooperative learning allows students to interact with their peers to construct things through problem solving, decision making, critical thinking, analyzing, researching, negotiating,discussing, and evaluating. Students helping students learn and working together in a group setting to reach a common goal and enhance learning without the teacher having to tell them everything or having to tell them how to do it just there to guide and assist if and when needed. Once students feel they are needed and a part of something they tend to feel better about them self and they tend to attendance increases as well as more appropriate positive peer interaction. Students are sharing and comparing which is certainly what social learning is all about (Palmer, Peters & Streetman, 2003).
Technology is like the missing link to the puzzle it plays a role so unique and vital because it facilitates the group collaboration. Groups can communicate through technology and not be in the same room, house or even in the same city any time of day or night as long as the technology is available this certainly does help them to be lifelong learners which is exactly what we want for our students, to never stop learning.
References:
Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 1/26/2012, from http://projects.coe.uga.edu/epltt/
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed), Emerging perspectives on learning, teaching, and technology. Retrieved 1/26/2012, from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Melenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA ASCD.
https://voicethread.com/share/2675449/
Tuesday, January 31, 2012
Saturday, January 28, 2012
How generating and testing hypotheses correlate with the principles of constructivist/constructionist learning theories
Generating and testing hypotheses is another way of helping students to engage in more complex processes and overall strengthen their understanding of content (Pitler, Hubbell, Kuhn & Malenoski, 2008). This is certainly a way of creating artifacts while students are being actively engaged (Laureate Education, Inc., 2011). When a student generates and test hypotheses, it is not an absolute thing but has been uniquely constructed in the mind of the student this is constructionism and learning certainly is taking place, which is what we as teachers want to happen.
The main focus of the instructional strategy and constructionism is to make sure the learner is involved with the entire process from start to finish and feels he/she is an active part of the process from start to finish. Instead of the teacher lecturing and making all of the decisons, it becomes a group effort with the teacher acting as facilitator and guide. Listening to the discussions and providing feedback when needed as to keep the process going in the intended direction. The students are more responsible for the learning taking place and they are doing the investigating, creating, and problem solving once they are given clear instructions (Han & Bhattacharya, 2001).
The fact that there is technology out there to assist students with being able to interpret data and not have to spend all of their time gathering it is a plus for teachers and students, we need to do our best to engage our students with this technology as soon as we can to get them use to the higher level thinking skills which will prepare them for those 21st century high technology jobs.
Reference:
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed), Emerging perspectives on learning, teaching, and technology. Retrieved 1/22/2012, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer) (2011). Program seven: Constructionist and constructivist leanring theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&Coursenav=o&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Melenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA ASCD.
.
The main focus of the instructional strategy and constructionism is to make sure the learner is involved with the entire process from start to finish and feels he/she is an active part of the process from start to finish. Instead of the teacher lecturing and making all of the decisons, it becomes a group effort with the teacher acting as facilitator and guide. Listening to the discussions and providing feedback when needed as to keep the process going in the intended direction. The students are more responsible for the learning taking place and they are doing the investigating, creating, and problem solving once they are given clear instructions (Han & Bhattacharya, 2001).
The fact that there is technology out there to assist students with being able to interpret data and not have to spend all of their time gathering it is a plus for teachers and students, we need to do our best to engage our students with this technology as soon as we can to get them use to the higher level thinking skills which will prepare them for those 21st century high technology jobs.
Reference:
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed), Emerging perspectives on learning, teaching, and technology. Retrieved 1/22/2012, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer) (2011). Program seven: Constructionist and constructivist leanring theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&Coursenav=o&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Melenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA ASCD.
.
Tuesday, January 24, 2012
How generating and testing hypotheses correlate with the principles of constructivist/constructionist learning theories
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 content (Pitler, Hubbell, Kuhn & Malenoski, 2008). To me this is definitely a way of creating of the artifact. Students are active and engaged in constructing the artifacts (Laureate Education, Inc., 2011). When a student generates and test hypotheses, it is not an absolute thing but has been uniquely constructed in the mind of the student this is constructionism and learning certainly is taking place.
As I read about generating and testing hypotheses and how students would be able to take a situation research it and make predictions it was clear to me how that correlates with constructionism. In this learning environment, the instructor acts as a facilitator and guides the learners along the paths of learning. Learners are assigned tasks in which they must implement particular instructional goals. They investigate, create, and solve problems (Han & Bhattacharya, 2001). To me the main focus of the instructional strategy and constructionism is to make sure the learner is involved with the entire process from start to finish and feels are part of the process.
Reference:
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed), Emerging perspectives on learning, teaching, and technology. Retrieved 1/22/2012, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer) (2011). Program seven: Constructionist and constructivist leanring theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&Coursenav=o&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Melenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA ASCD.
As I read about generating and testing hypotheses and how students would be able to take a situation research it and make predictions it was clear to me how that correlates with constructionism. In this learning environment, the instructor acts as a facilitator and guides the learners along the paths of learning. Learners are assigned tasks in which they must implement particular instructional goals. They investigate, create, and solve problems (Han & Bhattacharya, 2001). To me the main focus of the instructional strategy and constructionism is to make sure the learner is involved with the entire process from start to finish and feels are part of the process.
Reference:
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed), Emerging perspectives on learning, teaching, and technology. Retrieved 1/22/2012, from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Producer) (2011). Program seven: Constructionist and constructivist leanring theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&Coursenav=o&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Melenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA ASCD.
Tuesday, January 17, 2012
How this week instructional strategies correlate with the principles of cognitive learning
According tto Dr. Orey, the cognitive learning theory is the information processing model which support students' effort to understand, retain and recall information which according to Pitler, Hubbell, Kuhn and Malenoski the function of cues, questions and advance organizers is to focuse on enhancing students' ability to retrieve, use, and organize information about a topic.
According to Dr. Orey, images are really powerful tools in the classroom and what better way to provide that image than through the virtual field trip when the real thing is not available. The virtual field trip creates episodes and it is a rich experience. These experiences will remain in the students' mind far longer than hearing a lecture. When the student is able to make a connection it is more likely to stick with the student and learning is taking place.
The strategies and tools discussed this week provide the students with more hands on, higher level thinking activities to connect with. With concept mapping, the students are learning to organize ideas and the more organized the information is the better chance the student has of grasping the information. Also, the fact that the use of many of the computer programs allows the student to get through some of the prep work without having to work so hard and spend so much time with the preliminaries thus meaning the student can spend more time focusing on the results/outcome.
All of these instructional tools will help me to provide enriching experiences for my students. The fact that I have computers in my classroom and learning all of these wonderful skills will help me to provide my students with the ability to create concept maps for my class as well as use concept mapping in any class they are enrolled in. I plan to teach them a variety of note taking skills that can only enhance their ability to learn to take notes quickly and effectively.
References:
According to Dr. Orey, images are really powerful tools in the classroom and what better way to provide that image than through the virtual field trip when the real thing is not available. The virtual field trip creates episodes and it is a rich experience. These experiences will remain in the students' mind far longer than hearing a lecture. When the student is able to make a connection it is more likely to stick with the student and learning is taking place.
The strategies and tools discussed this week provide the students with more hands on, higher level thinking activities to connect with. With concept mapping, the students are learning to organize ideas and the more organized the information is the better chance the student has of grasping the information. Also, the fact that the use of many of the computer programs allows the student to get through some of the prep work without having to work so hard and spend so much time with the preliminaries thus meaning the student can spend more time focusing on the results/outcome.
All of these instructional tools will help me to provide enriching experiences for my students. The fact that I have computers in my classroom and learning all of these wonderful skills will help me to provide my students with the ability to create concept maps for my class as well as use concept mapping in any class they are enrolled in. I plan to teach them a variety of note taking skills that can only enhance their ability to learn to take notes quickly and effectively.
References:
Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Laureate Education, Inc. (Producer). (2011). Program six: Spotlight on technology: Virtual field trip[Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
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 1/15/2012, from http://projects.coe.uga.edu/epltt/
Wednesday, January 11, 2012
How instructional strategies correlate with behaviorism
I do believe behaviorism is still very useful in the classroom and it used quite a bit along with other theories as well. Dr. Michael Orey said it is a powerful strategy for managing behavior (Laureate Education, Inc. 2011). I do agree with this statement because for the most part if we ignore unwanted behaviors in the classroom the behavior will stop. Things we call pleasant have an energizing or strengthening effect on our behavior (Skinner, 1972 p.74) and I see a student being rewarded for the effort put into an assignment or a project as be pleasant and positive. There are a number of ways to provide students with positive reinforcement which will bring about that operant conditioning Dr. Orey talked about in the video.
As I stated before in the discussion board, students have a tendency to try hard to please people they like and to gain their approval so if they learn to value and appreciate how effort will help them to gain knowledge and achieve success they will be more apt to put forth that effort. The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn, Malenoski, 2007 p. 155).
The instructional strategy of homework and practice is just drill and practice and we know students need to practice what they are introduced to in the class earlier during the day. The more times they see or hear something the better chance they have of remembering it. I do not believe students should be given an overabundance of homework just a few problems to reinforce the days math lesson or whatever lesson being taught. With all of the technology available, students have the ability to work with friends and collaborate together on the homework. The whole idea of homework is to improve skills and master concepts (2007 p.190).
As I stated previously, I know there is a place for the behaviorist theory it is just that technology has taken it to another level but the theory is still being used and will continue to be a part of the classroom.
References:
Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Skinner, B. (1972). Utopia through the control of human behavior. In John Martin Rich. ed., Readings in the Philosophy of Education. Belmont, CA: Wadsworth.
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <1/11/2012>, from http://projects.coe.uga.edu/epltt/
I have listed a link of a youtube video I found interesting on behaviorism as I was going through the research for this blog as well as one of the sites I used for some of my research.
http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
As I stated before in the discussion board, students have a tendency to try hard to please people they like and to gain their approval so if they learn to value and appreciate how effort will help them to gain knowledge and achieve success they will be more apt to put forth that effort. The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbell, Kuhn, Malenoski, 2007 p. 155).
The instructional strategy of homework and practice is just drill and practice and we know students need to practice what they are introduced to in the class earlier during the day. The more times they see or hear something the better chance they have of remembering it. I do not believe students should be given an overabundance of homework just a few problems to reinforce the days math lesson or whatever lesson being taught. With all of the technology available, students have the ability to work with friends and collaborate together on the homework. The whole idea of homework is to improve skills and master concepts (2007 p.190).
As I stated previously, I know there is a place for the behaviorist theory it is just that technology has taken it to another level but the theory is still being used and will continue to be a part of the classroom.
References:
Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Skinner, B. (1972). Utopia through the control of human behavior. In John Martin Rich. ed., Readings in the Philosophy of Education. Belmont, CA: Wadsworth.
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm
Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <1/11/2012>, from http://projects.coe.uga.edu/epltt/
I have listed a link of a youtube video I found interesting on behaviorism as I was going through the research for this blog as well as one of the sites I used for some of my research.
http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
Subscribe to:
Posts (Atom)