This week, in my masters class we were asked to explore “Cooperative Learning” and reflect on the strategy and how it relates to social learning theories. "Social Learning Theories focus on students being engaged in learning through construction of artifacts and conversing with others"(Laureate Education, Inc., 2009). "Cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning"(Pitler,et.al., 2007).
In my classroom I typically spend about three weeks with my 5th grade students focusing on cooperative activities that are primarily geared toward problem solving. I focus mainly on communication, compromise, cooperation, and sportsmanship. At the end of the three weeks I take my students to an outdoor learning center called Genesee Valley Outdoor Learning Center, where the students are put into small groups and complete the different challenge activities. Whenever I take my students on this field trip it's always very interesting to see the "positive interdependence, promotive interaction, individual and group accountability, interpersonal and small group skills, and group processing" that goes on throughout the day with each group (Pitler,et.al., 2007).
Some of the social networking and collaboration technology tools that I explored this week that I'd like to include into my classroom for the future are blogs and facebook. I think these resources would provide my students with the means to socialize in, as well as outside of the classroom. While I favor using blogs within the classroom, I think that facebook could be a great tool for students to use outside of class to keep in touch with their classmates and share ideas and thoughts about classroom assignments. Lastly, I'd also like to explore the jigsaw technique to cooperative learning to help the lower-end and higher-end students learn from one another; to give each student a purpose and responsibility for learning; and to keep students engaged.
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, July 28, 2010
Wednesday, July 21, 2010
Constructivism In Practice
This week's resources provided a variety of technology related tools that could be used in the classroom by students to explore problem solving, interaction with others, and to construct or create projects by collaborating with others.
In my class I don't often find myself asking my students to go through the process of generating or testing their hypotheses, but in some instances I expect them to predict or imagine what would happen as a result of their actions (for instance, following the safety rules for using the equipment). Some of the few instances where I have asked students to generate and test their hypotheses is when they do their fitnessgram testing, which occurs two times within the year and gives students measurable fitness data to see how they compare to national health standards; when I have the students do a Game Performance Analysis, which is when students choose one student and watch them participate in an activity so that they can chart their tendencies during game play; and when I have the students do an Active Learning Time Analysis, which is when students chart another students or multiple students to see how active they really are during specific class activities.
Constructivism is "a theory of knowledge stating that each individual actively constructs his or her own meaning" and 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., Orey, 2009). As I was exploring the technology resources this week, I found myself very engaged in what I was doing and I often found myself losing track of time. It then dawned on me that I was just as engaged in learning about the new interactive tools as my students would be. The act of project-based learning is something that almost forces people to learn, and "is at present the most influential force in shaping contemporary education"(Lever-Duffy & McDonald, 2008). Some of the technology resources that I found this week were very kid friendly, and I could easily see my students using them to create a better understanding of what goes on in my class through the construction or completion of an activity.
Here are some of the websites that I found that were very engaging. Most of them relate to Physical Education and Health Education, but they're well worth looking at if you have some free time!
www.kidshealth.org/kid/
www.nourishinteractive.com/hco/overview
www.kidnetic.com/Innerg/
References
Laureate, Education, Inc. (Producer). (2009). Constructionist/ Constructivist Learning Theories. [DVD]. Baltimore, MD.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria, Virginia: Ascd.
In my class I don't often find myself asking my students to go through the process of generating or testing their hypotheses, but in some instances I expect them to predict or imagine what would happen as a result of their actions (for instance, following the safety rules for using the equipment). Some of the few instances where I have asked students to generate and test their hypotheses is when they do their fitnessgram testing, which occurs two times within the year and gives students measurable fitness data to see how they compare to national health standards; when I have the students do a Game Performance Analysis, which is when students choose one student and watch them participate in an activity so that they can chart their tendencies during game play; and when I have the students do an Active Learning Time Analysis, which is when students chart another students or multiple students to see how active they really are during specific class activities.
Constructivism is "a theory of knowledge stating that each individual actively constructs his or her own meaning" and 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., Orey, 2009). As I was exploring the technology resources this week, I found myself very engaged in what I was doing and I often found myself losing track of time. It then dawned on me that I was just as engaged in learning about the new interactive tools as my students would be. The act of project-based learning is something that almost forces people to learn, and "is at present the most influential force in shaping contemporary education"(Lever-Duffy & McDonald, 2008). Some of the technology resources that I found this week were very kid friendly, and I could easily see my students using them to create a better understanding of what goes on in my class through the construction or completion of an activity.
Here are some of the websites that I found that were very engaging. Most of them relate to Physical Education and Health Education, but they're well worth looking at if you have some free time!
www.kidshealth.org/kid/
www.nourishinteractive.com/hco/overview
www.kidnetic.com/Innerg/
References
Laureate, Education, Inc. (Producer). (2009). Constructionist/ Constructivist Learning Theories. [DVD]. Baltimore, MD.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria, Virginia: Ascd.
Wednesday, July 14, 2010
Cognitivism In Practice
Cognitivism can be described as "a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used"(Lever-Duffy & McDonald, 2008). It is centered around information processing and how one remembers and recalls information.
One instructional topic that incorporates technology that was mentioned in this weeks resources was Cues, Questions, and Advanced Organizers. This includes "the technologies that support cues, questions, and advanced organizers to assist teachers in quickly capturing student responses and organizing the responses into useful information"(Pitler, et.al., p.75, 2007). In my classroom, I tend to lean heavily on cues because as my students perform a skill with their body they usually need an easy way to remember the steps or progressions of the skill. I also use lots of questioning in my classroom because I don't see my students every day that they come to school. I have tried to follow the Bloom's Taxonomy progression of asking questions in the classroom; however, I have never had the opportunity to have my students check out some of the websites presented in Pitler, Hubbell, Kuhn, and Malenoski's book, "Using Technology with Classroom Instruction that Works". Using advanced organizers can be very help too and my school has access to programs such as Kidspiration, Inspiration, and various video resources such as United Streaming. These tools give students and teachers the ability to "integrate multiple senses in lessons and presentations, which improves learning" (Orey, Laureate Education, Inc., 2009). Furthermore, these tools support cognitivist theorist ideas about dual coding and elaboration.
Another instructional topic that incorporates technology that was mentioned in this weeks resources was Summarizing and Note Taking. This "focuses on enhancing students' ability to synthesize information and distill it into a concise new form"(Pitler, et.al., p.119, 2007). The cognitivist approach stresses elaboration, which is the method used when learning information that will be stored long term. This is not something that I focus on a lot in my classroom because my students are "learning to move and moving to learn" so they are rarely summarizing or note taking (with pencil and paper or on a computer). However, I do feel that my students visually internalize information and take notes, and if asked questions they could summarize the information presented in class. One idea that was presented in the book that I'd like to try with my students is creating a blog site for my students to interact with each other. As stated in this weeks resource, "blogs can provide a very effective way to implement the strategy of reciprocal teaching" which focuses on "summarizing, questioning, clarifying, and predicting"(Pitler, et.al., p.137, 2007).
Concept Mapping and Virtual Field Trip are two great ways to engage students in learning while allowing students to use technology. Concept Mapping is a great way to organize ideas, and it also provides connections between concepts that students can easily see. "It helps visualize ideas and it is a good replication of the network model of memory"(Orey, Laureate Education, Inc., 2009). Virtual Field Trips (VFT's) are another excellent tool for classroom use because they can take you to places that you can't go in real life. They create an experience that is as close to real life as possible without being real life, and this correlates with cognitivists ideas about eposodic memory and dual coding.
References
Laureate, Education, Inc. (Producer). (2009). Cognitive Learning Theories. [DVD]. Baltimore, MD.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria, Virginia: Ascd.
One instructional topic that incorporates technology that was mentioned in this weeks resources was Cues, Questions, and Advanced Organizers. This includes "the technologies that support cues, questions, and advanced organizers to assist teachers in quickly capturing student responses and organizing the responses into useful information"(Pitler, et.al., p.75, 2007). In my classroom, I tend to lean heavily on cues because as my students perform a skill with their body they usually need an easy way to remember the steps or progressions of the skill. I also use lots of questioning in my classroom because I don't see my students every day that they come to school. I have tried to follow the Bloom's Taxonomy progression of asking questions in the classroom; however, I have never had the opportunity to have my students check out some of the websites presented in Pitler, Hubbell, Kuhn, and Malenoski's book, "Using Technology with Classroom Instruction that Works". Using advanced organizers can be very help too and my school has access to programs such as Kidspiration, Inspiration, and various video resources such as United Streaming. These tools give students and teachers the ability to "integrate multiple senses in lessons and presentations, which improves learning" (Orey, Laureate Education, Inc., 2009). Furthermore, these tools support cognitivist theorist ideas about dual coding and elaboration.
Another instructional topic that incorporates technology that was mentioned in this weeks resources was Summarizing and Note Taking. This "focuses on enhancing students' ability to synthesize information and distill it into a concise new form"(Pitler, et.al., p.119, 2007). The cognitivist approach stresses elaboration, which is the method used when learning information that will be stored long term. This is not something that I focus on a lot in my classroom because my students are "learning to move and moving to learn" so they are rarely summarizing or note taking (with pencil and paper or on a computer). However, I do feel that my students visually internalize information and take notes, and if asked questions they could summarize the information presented in class. One idea that was presented in the book that I'd like to try with my students is creating a blog site for my students to interact with each other. As stated in this weeks resource, "blogs can provide a very effective way to implement the strategy of reciprocal teaching" which focuses on "summarizing, questioning, clarifying, and predicting"(Pitler, et.al., p.137, 2007).
Concept Mapping and Virtual Field Trip are two great ways to engage students in learning while allowing students to use technology. Concept Mapping is a great way to organize ideas, and it also provides connections between concepts that students can easily see. "It helps visualize ideas and it is a good replication of the network model of memory"(Orey, Laureate Education, Inc., 2009). Virtual Field Trips (VFT's) are another excellent tool for classroom use because they can take you to places that you can't go in real life. They create an experience that is as close to real life as possible without being real life, and this correlates with cognitivists ideas about eposodic memory and dual coding.
References
Laureate, Education, Inc. (Producer). (2009). Cognitive Learning Theories. [DVD]. Baltimore, MD.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria, Virginia: Ascd.
Wednesday, July 7, 2010
Behaviorism In Practice
This week for my masters course (Bridging Learning Theory, Instruction, and Technology) we were asked to explore two instructional strategies that embed technology: “Reinforcing Effort” and “Homework and Practice," and reflect on those strategies and how they related to behaviorist learning theory.
After reading through the given resources, I found that I strongly agreed with the idea that "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning"(Pitler, et al., 2007, p.155). I feel that self efficacy can play a large part in a students life and can prove to be a very effective strategy when trying to motivate students. Some recommendations for classroom practice from the reading included "teaching students the importance of effort, and having students keep track of their effort and achievement"(Pitler, et al., 2007, p.156). Giving students and understanding and a reason for taking on or demonstrating a characteristic can be difficult, which is why I believe it is so important to use some sort of data collection method so that the students can track their effort and achievement.
In most classrooms, one of the easiest ways to track effort is by looking at the students homework habits because students are (or at least they should be) completing homework on a consistent basis. Completing homework allows students more time "to practice, review, and apply new learning so that they can make it permanent"(Pitler, et al., 2007, p.165). The behaviorist approach stresses drill and practice, but often times I find that students can only handle so much drill and practice. I feel that through the use of technology, this stagnant approach to practicing, reviewing, and applying new material can become something that is exciting and new to learn, that relates to real life practices. Some of the ideas for integrating technology into the classroom from Pitler, Hubbell, Kuhn, & Malenoski's book, included using word processing applications, spreadsheet software, multi media, web resources, and communication software. I believe that through the use of these applications, resources, and software teachers can track effort and create an open learning environment where students are practicing real life skills.
In the upcoming year, I plan to use the key strategies of reinforcing effort (as it relates to behavior management) and homework and practice (as it relates to providing students the chance to practice, review, and apply new learning). I will however, be more mindful of when and how I use these strategies so that my students are fully engaged in learning, and so I may be able to fully individualize instruction.
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria, Virginia: Ascd.
After reading through the given resources, I found that I strongly agreed with the idea that "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning"(Pitler, et al., 2007, p.155). I feel that self efficacy can play a large part in a students life and can prove to be a very effective strategy when trying to motivate students. Some recommendations for classroom practice from the reading included "teaching students the importance of effort, and having students keep track of their effort and achievement"(Pitler, et al., 2007, p.156). Giving students and understanding and a reason for taking on or demonstrating a characteristic can be difficult, which is why I believe it is so important to use some sort of data collection method so that the students can track their effort and achievement.
In most classrooms, one of the easiest ways to track effort is by looking at the students homework habits because students are (or at least they should be) completing homework on a consistent basis. Completing homework allows students more time "to practice, review, and apply new learning so that they can make it permanent"(Pitler, et al., 2007, p.165). The behaviorist approach stresses drill and practice, but often times I find that students can only handle so much drill and practice. I feel that through the use of technology, this stagnant approach to practicing, reviewing, and applying new material can become something that is exciting and new to learn, that relates to real life practices. Some of the ideas for integrating technology into the classroom from Pitler, Hubbell, Kuhn, & Malenoski's book, included using word processing applications, spreadsheet software, multi media, web resources, and communication software. I believe that through the use of these applications, resources, and software teachers can track effort and create an open learning environment where students are practicing real life skills.
In the upcoming year, I plan to use the key strategies of reinforcing effort (as it relates to behavior management) and homework and practice (as it relates to providing students the chance to practice, review, and apply new learning). I will however, be more mindful of when and how I use these strategies so that my students are fully engaged in learning, and so I may be able to fully individualize instruction.
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction That Works. Alexandria, Virginia: Ascd.
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