The instructional strategies discussed in this week’s learning resources correlate directly with the principles of constructivism and constructionist learning theories. In the course texts chapter eleven Pitler, Hubell, Kuhn, and Malenoski discuss how when students are asked to generate and test hypothesis, they are creating something. In the DVD segment “Constructionist and Constructivist Learning Theories” Dr Orey defines constructionism as “a theory of learning that states people learn by when they build an external artifact or something they can share with others” (Laureate Education, 2008). Therefore, if students are generating and testing hypothesis, they are able to create that artifact.
Secondly, using project based learning again focuses on students creating an artifact that they can share with others. Project based learning according to the online resource for PBL, (Buck Institute, 2008) is an inquiry process in which the teacher starts with the end product, and then works backwards. This way the teacher can be very clear in their expectations of the students. PBL in some ways reminds me of Understanding by Design (Authentic Education, 2007) and the Big 6 (Berkowitz & Eisenberg, 2009) . PBL asks the teacher to come up with the end product, then come up with the driving question, plan the assessment, plan out the project in detail, and lastly come up with tools etc that will help manage the process. (The Buck Institute for Education and Boise State University, 2009). In my opinion, the PBL is asking the teacher to create an inquiry project that will clearly set expectations for students and ask the students to create something. Much of what the student gets out of an activity has to do with how the teacher sets up the project.
If teachers use certain tools, like generating and testing hypothesis and project based learning, learning is likely to increase. By students creating something they are moving into a state of equilibration, (Laureate Education, 2008) a point of mental contentment, or a solid understanding. Everyone prefers their brain to be in a state of equilibration.
Authentic Education, (2007). Retrieved November 23, 2009 from http://www.grantwiggins.org/ubd/ubd.lasso
Berkowitz, R. & Eisenberg M. (2009) The Big Six. Retrieved November 23, 2009 from http://www.big6.com/
The Buck Institute for Education and Boise State University, Department of Educational Technology . Retrieved November 23, 2009 from http://pbl-online.org/pathway2.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2008). “Constructionist and Constructivist Learning Theories”. Baltimore: Author.
Monday, November 23, 2009
Friday, November 20, 2009
Cognitivism in Practice
The two chapters in the learning resources this week directly relate to cognitive learning theories. According to Lever-Duffy & McDonald cognitivists “focus on learning, 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, p. 16, 2008). When using cues, questioning, graphic organizers, and note taking and summarizing graphic organizers, the teacher is directly focusing on the ability of students “mental operation” (Lever-Duffy & McDonald, p. 16, 2008).
Using programs like inspiration, word, or power point to create graphic organizers allows the student to see, in a neat and organized way what the essential question is, and what the sub topics are. A graphic organizer allows a student to visualize the concept, much easier than bullets, or paragraphs could!
Virtual field trips, one of the cognitive tools, are priceless!! After watching the video about virtual field trips I now realize how valuable they are, especially in this economy. Students can gain tremendous knowledge from the videos and pictures that virtual field trips can walk them through. They also allow students to take information in through all the senses, increasing cognition.
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, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2008). “Spotlight on Technology: Virtual Field Trips”. Baltimore: Author.
Using programs like inspiration, word, or power point to create graphic organizers allows the student to see, in a neat and organized way what the essential question is, and what the sub topics are. A graphic organizer allows a student to visualize the concept, much easier than bullets, or paragraphs could!
Virtual field trips, one of the cognitive tools, are priceless!! After watching the video about virtual field trips I now realize how valuable they are, especially in this economy. Students can gain tremendous knowledge from the videos and pictures that virtual field trips can walk them through. They also allow students to take information in through all the senses, increasing cognition.
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, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2008). “Spotlight on Technology: Virtual Field Trips”. Baltimore: Author.
Friday, November 13, 2009
Behaviorism in Practice
Upon initial reading of the two chapters in the course text book, I was a bit puzzled as to why those two chapters were assigned reading for the week of behaviorism. However, the light bulb went off in my head shortly thereafter when I realized that these two methods directly relate to behaviorism.
Effort is one of the most important concepts that a teacher can encourage in their students. However, it does not often cross my mind to have students analyze their effort. The entire purpose of homework is for students to practice or reinforce the concepts that they have learned in class. This concept allows students to realize if they understand what was taught in class. Both of these concepts directly relate to behaviorism, because the student is getting positive or negative reinforcement immediately following the practice. Students, at least those that are honest with themselves, will at once, understand how much effort they are giving. Same goes for the homework, if they seem to be understanding and able to complete the homework with ease, they will at once feel gratification or a lack of gratification.
Just the other day, I had a discussion with one of my athletes about how, in my opinion, it is much more important to have incredible work ethic, than to naturally be a genius. I told her, “trust me, it will pay off in life to know how to work hard for your goals rather than just be naturally be smart.” In order to encourage this work ethic, or effort, it would be a great idea to have students analyze their effort, several days before handing in a project, paper or lab. An entire rubric can be based on effort, and the students can grade themselves on effort. It may even be a good idea to have students pair up, while working on the lab, project, or paper, and have students grade each other, or grade themselves in pairs. This way the student is being held accountable by someone other than the teacher. Students can feel that they have control over their achievement. Having the effort rubric posted online (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007), can be positive reinforcement for the use of technology, and a paper saving mechanism. “When a student makes a connection between academic successes with factors outside of his or her control- things like heredity, gender, or race- it’s easy to develop a defeatist attitude. After all, why bother if you know that you just aren’t capable because of your genes” (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007)?
My vice principal is always encouraging that practice and homework should be practice of what is learned in class. This is why it constantly boggles my mind to understand why some teachers know in September what their homework will be on December second!! The classroom is a continually changing environment; best practice allows a teacher to be flexible and self reflective. Especially when it comes to what the student’s are grasping and what they need more practice on. Computer games, as discussed by Ang, Avni, & Zaphiris directly relate to behaviorism “Behaviourism stresses a new behavioural pattern being repeated until it becomes automatic. …….. Learners are regarded as a biological machine, which could be shaped to respond to conditioning by controlling reinforcements and punishments” (Ang, Avni, & Zaphiris, p. 5, 2008).
One particular source that I liked from this week’s learning resources was from the Jefferson County Schools link. This website provided many different links to other websites; the one that I found useful was from iknowthat.com. This site provided many interactive tutorials, videos etc. There were even some quizzes that can provide reporting back to the teacher. Behaviorism is in play with these types of websites because of the immediate feedback with positive and negative reinforcement and behaviors.
Behaviorism is still alive and well in today’s classrooms (Laureate Education Inc., 2008). Although some educators may not be aware that they are using behaviorism, they truly are. Any actions or behaviors that elicit positive or negative reinforcement for that behavior, is displaying the behaviorist learning theory at its finest.
References
Ang, C., Avni, E., & Zaphiris, P. (2008). Linking Pedagogical Theory of Computer Games to their Usability. International Journal on E-Learning, 7(3), 533-558. Retrieved from ERIC database.
iknowthat.com (2009). iknowthat.com Retrieved November 13th, 2009, from http://www.iknowthat.com/com/L2?GradeLevel=-1:6&Subject=Science
Jefferson County Schools (2009). Educational Resources for K-8 Students, Retrieved November 13th, 2009, from http://classroom.jc-schools.net/basic/science.html
Laureate Education, Inc. (Executive Producer). (2008). “Behaviorist learning theory”. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Effort is one of the most important concepts that a teacher can encourage in their students. However, it does not often cross my mind to have students analyze their effort. The entire purpose of homework is for students to practice or reinforce the concepts that they have learned in class. This concept allows students to realize if they understand what was taught in class. Both of these concepts directly relate to behaviorism, because the student is getting positive or negative reinforcement immediately following the practice. Students, at least those that are honest with themselves, will at once, understand how much effort they are giving. Same goes for the homework, if they seem to be understanding and able to complete the homework with ease, they will at once feel gratification or a lack of gratification.
Just the other day, I had a discussion with one of my athletes about how, in my opinion, it is much more important to have incredible work ethic, than to naturally be a genius. I told her, “trust me, it will pay off in life to know how to work hard for your goals rather than just be naturally be smart.” In order to encourage this work ethic, or effort, it would be a great idea to have students analyze their effort, several days before handing in a project, paper or lab. An entire rubric can be based on effort, and the students can grade themselves on effort. It may even be a good idea to have students pair up, while working on the lab, project, or paper, and have students grade each other, or grade themselves in pairs. This way the student is being held accountable by someone other than the teacher. Students can feel that they have control over their achievement. Having the effort rubric posted online (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007), can be positive reinforcement for the use of technology, and a paper saving mechanism. “When a student makes a connection between academic successes with factors outside of his or her control- things like heredity, gender, or race- it’s easy to develop a defeatist attitude. After all, why bother if you know that you just aren’t capable because of your genes” (Pitler, Hubbell, Kuhn, & Malenoski, p. 157-159, 2007)?
My vice principal is always encouraging that practice and homework should be practice of what is learned in class. This is why it constantly boggles my mind to understand why some teachers know in September what their homework will be on December second!! The classroom is a continually changing environment; best practice allows a teacher to be flexible and self reflective. Especially when it comes to what the student’s are grasping and what they need more practice on. Computer games, as discussed by Ang, Avni, & Zaphiris directly relate to behaviorism “Behaviourism stresses a new behavioural pattern being repeated until it becomes automatic. …….. Learners are regarded as a biological machine, which could be shaped to respond to conditioning by controlling reinforcements and punishments” (Ang, Avni, & Zaphiris, p. 5, 2008).
One particular source that I liked from this week’s learning resources was from the Jefferson County Schools link. This website provided many different links to other websites; the one that I found useful was from iknowthat.com. This site provided many interactive tutorials, videos etc. There were even some quizzes that can provide reporting back to the teacher. Behaviorism is in play with these types of websites because of the immediate feedback with positive and negative reinforcement and behaviors.
Behaviorism is still alive and well in today’s classrooms (Laureate Education Inc., 2008). Although some educators may not be aware that they are using behaviorism, they truly are. Any actions or behaviors that elicit positive or negative reinforcement for that behavior, is displaying the behaviorist learning theory at its finest.
References
Ang, C., Avni, E., & Zaphiris, P. (2008). Linking Pedagogical Theory of Computer Games to their Usability. International Journal on E-Learning, 7(3), 533-558. Retrieved from ERIC database.
iknowthat.com (2009). iknowthat.com Retrieved November 13th, 2009, from http://www.iknowthat.com/com/L2?GradeLevel=-1:6&Subject=Science
Jefferson County Schools (2009). Educational Resources for K-8 Students, Retrieved November 13th, 2009, from http://classroom.jc-schools.net/basic/science.html
Laureate Education, Inc. (Executive Producer). (2008). “Behaviorist learning theory”. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Tuesday, November 3, 2009
Bridging Learning Theory, Instruction, and Technology
Hello members of Bridging Learning Theory, Instruction, and Technology course, I used this blog for another class and am going to continue using it for this class. I am excited to start using it again!! If anyone needs help setting theirs up, I am more than happy to help!!
Christine
Christine
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