Course Reflection

            This course shed light on my personal learning theory.  I am still a firm believer in the importance of Maslow’s hierarchy of needs and Garner’s multiple intelligences.  This course helped me to identify specific learning theories that I can relate to.  If I were to rewrite my week one application I would add that my teaching falls mostly in line with constructionist and constructivist learning theories.  I frequently use Garner’s multiple intelligences to assist my students in creating their own understanding of a topic which is a cornerstone of both constructionist and constructivist theories (Orey, 2001).  This course also provides great strategies of how to use technology to help students engage in learning.

            Over these past seven weeks I have had the opportunity to take a critical look at how I use technology in the classroom.  After learning about Paivio’s dual coding hypothesis I started to think about how I present information.  Paivio (Laureate Education, n.d. a.) argued that people remember pictures better than text.  Since learning of this theory I have tried to utilize pictures as much as possible in my instruction.  This class also reminded me that because we live in a technology saturated culture our students are accustomed to using technology.  I need to continuously be integrating technology into my instruction and into my students’ assignments as much as is reasonably possible. 

            Two technology tools that I would like to add to my teaching toolbox are virtual field trips and utilizing VoiceThread.  I have use the internet frequently in my instruction and I have had students conduct web quests, but after looking at virtual field trips in more depth,  I have found that I have not been utilizing these internet resources as well as I should be.  I need to take opportunities to create the episodic memories that virtual field trips help to create (Laureate Education, n.d. b.).  Virtually taking my students to a place like Jamestown is much more effective than simply reading about it in the text book.  I would also like to utilize VoiceThread in my classroom.  VoiceThread could be a great website to use for cooperative learning activities or for individual projects.  VoiceThread would work great for cooperative learning because multimedia type projects are conducive to cooperative behavior (Pitler, Hubbell, & Kuhn, 2010).  I think my students will love creating audio, type, or video memos and solicit feedback from their peers.  It is a great way to engage students in the learning process and to become active contributors. 

            Two long term goals for integrating technology into my classroom would be for me to utilize social media in my teaching, and utilizing online communities as both a contributor and a consumer. I would like to create YouTube videos and VoiceThread discussions and use them as tools for teaching and collaboration.  To help my achieve this goal I am going to look at my curriculum map and identify certain topics that would lend well to utilizing these tools, and choose one topic per month.  One strategy per month would allow me to ease my way into utilizing these tools.  As I become more comfortable with them then I can increase the amount.  I have learned so much from my colleagues through their blog posts and discussion boards.  I think it is important to spend time learning from my colleagues that are in the trenches with me as well as sharing with them what I am doing in my classroom.  It is refreshing for a teacher to learn new things.  To help me achieve this goal of being active in online communities I will schedule time in my plan book to read the blogs on my Feed Reader account and to post to thoughts and ideas onto my own blog.  The important thing for me is that I actually have a set apart time to do this.  Penciling it in my plan book will keep me accountable. 

References

Laureate Education (Producer). (n.d.a.). Cognitive learning theories [Video file]. Retrieved from https://class.waldenu.edu

Laureate Education (Producer). (n.d.b.). Spotlight on technology: Virtual field trips  [Video file]. Retrieved from https://class.waldenu.edu

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cooperative Learning

Cooperative learning is an essential tool in the classroom.  It is a strategy that sets our students up to be successful in the real world.  Most careers that students go in to will require them to work within a group.  Teaching our students how to do this now will help to teach them how to problem solve, how to handle conflict, and how to effectively collaborate with one another.  Cooperative learning is also a style of learning that students enjoy being a part of.  When you use this strategy in the classroom teachers will often experience an increase in motivation from their students, and a greater buy-in to what the are learning (Pitler, Hubbell, & Kuhn, 2012).  There are many ways a teacher can incorporate cooperative learning into a classroom.  They can use the jigsaw strategy, assign a group project, or they can take part in computer based simulation activities.  

The jigsaw strategy work will when the content being covered is broken up into different categories.  In this strategy the students split up into equal groups.  Within those groups each student decides on a section to become an expert on.  Once all groups of delegated each section to members of their group the students from the various groups that have the same section will get together and research and prepare the content that they will be sharing with the initial group (Laureate Education, n.d.).  Each group needs to depend on their members to teach the content that is important.  I use this strategy frequently during social studies.  If you wanted to incorporate technology students can create a PowerPoint style presentation and share it with each other and they can bring that back to each of their groups to share.  

Group projects is another great cooperative learning strategy. Like a jigsaw, members within a group are usually responsible for different roles. Working in groups promote positive interdependence and individual and group accountability (Pitler et. al, 2012).  Within these projects students are assigned various roles and are responsible for completing their portion of the project.  If students are working on a multimedia project responsibilities could be split up into researcher, writer, tech expert, and coordinator (Pitler et. al, 2012).  Each student needs to depend on each other in order to achieve success.  

Computer based simulations is a style of cooperative learning that takes place outside of the classroom rather than inside. Peter Tromba (2013) said, “Video games and simulations are one way to meet student needs and leverage their interests for increased student learning.” (p. 20).  Minecraft is the simulation game that students are participating in.   While playing this games students can connect and all be a part of the same world (Tromba, 2013).  The students will need to work together with each other to create something that they can thrive in.

As you can see, cooperative learning is a great strategy to encourage student engagement and increase learning.  Students will walk away from their classrooms excited about what they are learning.  They will also be gaining skills that will equip them to be successful in life outside of school.

References:

Laureate Education (Producer). (n.d.). Social learning theories [Video file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Tromba, P. (2013). Build Engagement and Knowledge One Block at a Time with Minecraft. Learning & Leading With Technology, 40(8), 20-23.

Voice Thread

I'm seeking support on supporting my students in learning their states and capitals.  Specifically in the area of spelling and labeling.  Check out my Voice Thread link.  I welcome any recommendations! 

Thanks in advance for your help.

Constructing Learning with Constructionism

            Orey (Laureate Education, n.d.) defined constructionism as a theory of learning that states that people learn best when they create an external artifact. In other words, students learn better when they are creating something rather than listening to a teacher lecture. Learning by design, project-based learning, and generating and testing hypotheses all fall under the umbrella of constructionism. In order for these instructional strategies to be used in the classroom a teacher must set clear expectations and guidelines (Orey, 2001).   A teacher must also provide their students with a model so that their students will be more comfortable with the process (Pitler, Hubbell, &Kuhn, 2012). 

            The learning by design strategy empowers the students to create artifacts demonstrating the learning outcome (Orey, 2001).  This fits into the constructionist theory because it involves the students creating.  For example, if a student is demonstrating what they have learned about cells one may create a PowerPoint presentation informing us about the parts of the cell.  Another student may choose to demonstrate their knowledge by baking a cake and decorating it to look like a cell.  They may use toothpicks to label the certain parts and their functions.  Both of these students are able to construct their learning in a way that is most beneficial to them.

            Project-based learning is another learning strategy that is heavily influenced by constructivism.  Project-based learning is typically more complex than learning by design.  Project-based learning requires students to investigate a certain topic and then based on the outcome of their investigation create a product that demonstrates what they have learned. Oracle used to sponsor a problem-based learning competition called ThinkQuest (wayback.archive-it.org/).   This contest challenged students to delve into a topic and using technology create website that can inform other students about the topic they have researched.   On website that was created, I have found to be incredibly useful when I teach the Revolutionary war.  I group of students created a website with resources for students and teachers to learn about the Revolutionary War. The website is called The Revolutionary War: A Journey Towards Freedom (wayback.archive-it.org/).  This competition required the students to create based on their understanding of a topic. 

            Generating and testing hypotheses fall under the guidelines of constructionism because it incorporates the factors of assimilation and accommodation (Laureate Education, n.d.).  Pitler et al. (2012) stated that “all students who generate and test hypotheses by engaging in problem solving have a clearer understanding” (p.204).  When students create hypotheses they are constructing in their own mind what they feel the outcome will be.  By doing this they are creating an interest in the topic and are prone to by more analytic while they are learning to determine whether their hypothesis was correct.  Technology is a great tool to help with testing hypotheses.  With tools like Excel, Keynote, and Google Docs, students can create hypotheses document them, test their hypothesis, and analyze the information, and then use these programs to generate charts and graphs that will help the students to make sense of their data.  During this process the students are constructing their own meaning.

            All of these learning strategies are incredible.  In order for these strategies to be successful the teacher will need to play the role of facilitator.  There is less up front instruction and more one on one meetings supporting students with their specific needs.  If a teacher were to use these learning strategies they will need to utilize rubrics and set clear guidelines.  The classroom may be noisier than a traditional classroom, but the learning will be rich and meaningful. 

References:

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Think Quest. (2013).  The revolutionary war: A journey towards freedom. Retrieved from http://wayback.archive-it.org/3635/20130906093244/http://library.thinkquest.org/10966/index.html

Cognitive Learning Theories and Instructional Strategies

            Dr. Orey (Laureate Education, n.d.) stressed that it is important that teachers provide their students with opportunities to connect with the content.  The more pathways the content can be connected that better chance our students have remembering what they have been taught, and actually be able to apply what they have learned into real life.  Two ways teachers can accomplish this is by using good questions and organizers, and leading students through summarizing and note taking. 

            Orey (Laureate Education, n.d.) said that long term memories are stored in networks of memories.  It is important that teachers help their students tap in to the appropriate network.  This can be accomplished by a teacher clearly stating what the purpose of a lesson is (Pitler, Hubbell, &Kuhn, 2012).   When this is done it allows the students to access the appropriate networks in their mind that will give them the biggest chance of success.  Elaboration is believed to be the primary method for storing information in long-term memory (Laureate Education, n.d.).  Elaboration can be accomplished by asking vary questions that coincide with Bloom’s Taxonomy.  Pitler et al. (2012) noted that the more a student thinks critically about something the better chance they have committing their learning into long-term memory. 

            Another learning strategy that is known to improve memory is dual coding.  Dual coding operates under the premise that people remember images better than they do text (Laureate Education, n.d.).  If a teacher were able to take an image and attach a label to it a study will have a better chance to remember it.  Using graphic organizers is one way to practice dual coding.  As a teacher is teaching a lesson on the water cycle they could have their students complete an organizer illustrating the steps as they go through them. 

            Summarizing and note taking provides a student to opportunity to process the information that they are learning and break it down to its most important parts (Pitler, Hubbell, &Kuhn, 2012). This is a difficult task that requires modeling and practice.  Pitler et al. recommends that teacher’s gives students prepared notes.  This operates under the assumption that the teacher as determined learning outcomes and has set up their notes in a way that will achieve them.   A teacher can also lead their student through the rules of writing a summary and guide them through this process.  If note taking and summarizing are done properly it will force the students to really think about the content so that they can break it down into its simplest parts.  This process will help the students store knowledge into long-term memory. 

            Moving forward, it is important that I clearly define the purpose for the lessons that I am teaching, and that I ask higher order thinking questions before and during a lesson so that I can help my students think critically about what they are learning.  It is also important that I use proper graphic organizers and notes so that I can help my students access and store the information that they are learning properly. 

References:

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Instructional Strategies That Work With Behaviorist Theory

There are many learning strategies that correlate with behaviorist theory.  Behaviorist theory is woven into the practice of repetition and homework.  Technology is a tool that is used in both of these practices.

James Hartley (Smith, 1999) claimed that in order for learning to take place a skill must be practiced frequently and in different contexts.  This concept of repetition was demonstrated very nicely on the Prentice Hall Social Studies Skills Tutor website. This site is a great example of repetition.  For every skill there are two levels of practice.  Each level has the same exact progression:  learn, practice, apply.  If a student were to progress through each of these concepts they would be exposed to a specific skill six times in a different capacity. 

  Another aspect of behaviorism is the notion of activity.  Smith (1999) claimed that when a student is active in the learning process the learning will be better. When students are active in the learning process there are more opportunities for them to be recognized for their efforts.  Though recognition does not automatically lend its way to academic results it does raise a child’s self-esteem which generally leads to improved academic performance (Pitler, Hubbell, & Kuhn, 2012).  My students use the website www.learning.com to practice their typing.  This is a great program that allows my students to be active in the process as they learn how to touch type.  When my students reach certain milestones in the program they receive a certificate.  My students love to receive their certificates.  It gives them a sense of accomplishment. 

Repetition is also frequently used during homework.  Pitler, Hubbell, and Kuhn (2012) claim that in order for practice to be effective it must be overt.  When my students are practicing their states and capitals I typically have them practice them differently each day.  One day I may have the write the assigned states 10 times each, another day I may require my students to use their flashcards to quiz themselves, and lastly I might incorporate technology and lead my students  YouTube video like Tour the States or have them play a game such as Stack the States.  In each of these activities my students are receiving the repetition of practicing their states, but the way that they are practicing is different each time. 

These are just a few ways that elements of behaviorism can be combined with learning strategies.  When planning a lesson regardless of the learning theory it is important to keep the needs of students a top priority. 

References:

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

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