Wednesday, November 26, 2014

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.


Monday, November 24, 2014

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.

Wednesday, November 19, 2014

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 (2nd 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

Wednesday, November 12, 2014

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 (2nd ed.). Alexandria, VA: ASCD.

Wednesday, November 5, 2014

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 (2nd 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/