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.

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:

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/

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

Reflections

This course has helped me to become more technology savvy and to explore so much more than what I was use to.  I have learned to blog, create wikis and to do podcasting, things I never dreamed I would be doing.  I know how important it is for me to keep up with the things happening in society to help get my students prepared for the 21st century and beyond. I must continue to get them ready for what lies ahead and for what is expected of them when they leave high school and enter the work force. I do not feel I have to be an expert in all of the technological advances, but I need to know enough to be able to guide my students in the direction they need to be guided in and assist them in understanding how important it is for them to be creative, self starters with good decision making skills and able to problem solve. I am encouraging them to take the lead in class and to tell me the kinds of things they are interested in as well as to engage in meaningful dialect with their fellow classmates.  I am making sure they are exposed to the standards but I am making it as real world as I possibly can and I want them to see the need for the lesson.  I am reading articles, and working hard to keep informed about all technological advances and I am making sure I am keeping myself current. Many of the questions in the checklist have changed and will keep changing as I continue to embark on my journey with technology.

One of my long term goals are to get students involved in developing wikis with other students in other high schools and be able to continue with them after high school to develop net works with students in other places. The other long term goal is to have students make their own sites to have as long as they choose to and to update them and make them work for them.  I hope to have access to all kinds of technology in the classroom so my students can get that much needed exposure. I am also working with my students to teach them the importance of appropriateness on the computer and reminded them that once they publish information good or bad it is out there for the whole world to see.

I will continue to plead with my colleagues to add technology to their lesson plans and to do different things to get and keep the attention of the students. I am not sure how I will approach the obstacles from the district, but I will certainly  work to find ways to make sure my classroom is filled with students involved in enriching real world lessons incorporating as much technology as possible.  As we continue using the High School That Works model, I think it will dictate the use of technology in the classroom more which is one of the ways the district will have to comply. I have begun using technology in ways I never thought I would and I am excited. I have seen my students come alive and it is wonderful.

Update

I am happy to report that I have started my Business law class blogging.  All of them have their sites up and going the sites are wonderful.  Some are a little slower than others but they all have set up their own sites and have started blogging.  We are using the weebly site, that is one of the few sites our district will allow.  The students really love this, they have been making blogs as well as responding to the questions I have them commenting on.  I have warned them about their grammar and spelling and the fact that they must check their work before posting because I am going to take points off for words spelled incorrectly and slang.  I am looking for comments that have been researched, written with well thought out sentences without a whole lot of words spelled incorrectly. I will provide information about the site for your viewing at a later date.  I am so excited about my students and what they have accomplished.  I am able to use what I am learning  to help my students. With this being said it is still so important to make sure they are learning to problem solve, make decisions, read, and communicate effectively in order to be prepared for the real world.

Partnership for 21st century Skills

I found the website to be very interesting with so much information to read and view.  I liked the videos I viewed and the webinar titles were of interest to me. The website has a lot of valuable free infomation and a lot of information to be purchased.  The P21 newsletter seemed interesting.  The common core toolkit is available to down load and I believe that is a good resource for teachers to have in their library. This website appears to be a collaborative effort from many sources with information to assist  every teacher in every discipline. there was so much information on the site talking about assessment, curriculum and instruction that I did not know where to begin reading.  My mind was racing trying to keep up with all I was looking at and wanting to read about. One of the things I am going to do with this information is share it with all teachers I come in contact with and I am going to take a look at the manner in which I assess my students as well as my lesson plans to incorporate more of the things this website talks about.  I want to be one of the teachers involved with preparing my students for the 21st century and beyond. I did not find anything I did  not like about the site, I just did not like the fact that I would have to pay to read some of the articles I wanted to read right then and before I could read them I had to purchase them. I know that it takes money to keep this site updated and this is probably one of the ways they are able to fund it so it is not really a dislike but an observation.  The reality of this is that we as teachers and educators must find a way, despite the limited funds and all of the other obstacles to help our students understand how important it is to develop problem solving skills, creativity, decision making skills, communication skills and all of the other skills they will need to be prepared for the type of jobs available in this global economy.  We must teach and design our lessons in manner that the student will want to take ownership in their learning.  The students have to see the value in the lesson for it to mean something to them.  We as educators must make these lessons real world lessons and have the students work in groups to find out the answers/solutions they need. This website is a wonderful resource for educators and parents in particular and anyone who is interested in helping students be successful.

Classroom blogging

In my classroom, I plan to have my students blog instead of journaling. My students have been making journaal entries in a notebook and I would take them up, read them, make comments and give them their journals back.  Now I can respond and so can the entire class to each others post.  I have some students in the class that are very quiet and I am hoping this will help them to express themselves better, also. this will help them interact about content.  Not sure if I will showcase their work there, but it will be a place to share learning with the larger community since we discuss real world applications just about everyday in this particular class. The blog will involve more students and they will be able to give their views. there will be no right or wrong answers as well as the students will need to do their research in order to make intelligent appropriate comments. Grade level-10-12
Business Law class. The students will be talking about real world applications that will help them as they transition into society.  I am excited to start this adventure.