Personal Theory of Learning
After reviewing the various learning theories through the Bridging Learning Theory, Instruction, and Technology course, my personal learning theory has changed. The first week of this class, my colleagues and I were asked to read a small synapsis of each theory to determine which aligned with our personal theory. At that time, I was under the impression that the constructivist theory reflected my teaching style. After reviewing the theories and strategies that are associated with each, I believe that my personal learning theory reflects small pieces of each theory we studied. I do not agree with any theory in its entirety, but I believe that a combination of the various theories will allow students to learn in a well-rounded environment. There are aspects of each theory I agree with and incorporate in my classroom.
Behaviorist Learning theory:
- Students do require drill and practice when become fluent on specific math facts such as addition, subtraction, multiplication, and division.
- I use classroom response systems to provide students with immediate feedback.
- I use behavior modification strategies as well as positive and negative reinforcement to elicit desired behaviors.
Cognitive Learning Theory:
- Students will retain information better if they are exposed using dual codes such as verbal and smell.
- Creating episodic memories through augmented experiences such as virtual field trips and interactive simulations allows students to network their ideas for retention.
- Students are able to process seven pieces of information at a time, so it important to formulate connections amongst ideas and repeat important concepts.
- Using data spreadsheet software, students spend less time on calculations and more time on higher level thinking skills like analysis.
Constructivist Learning Theory:
- Students construct his or her own knowledge by building on personal experiences and creating a new schema.
- Students need time to activate their prior knowledge to assimilate new information. This can be done through concept maps which relies on a focus questions to assimilate new knowledge.
Constructionist Learning Theory:
- When students build artifacts, they take ownership in their learning.
- Students can produce artifacts using multimedia software, concept maps, VoiceThread This will allow student and teacher feedback as well as recognition. Rubrics are necessary to maintain expectations and set goals.
Social Learning Theories:
- Students learn by actively engaging with other students to solve problems, create an artifact, or through discussion.
- Project based learning and Webquests are student based approaches to this theory.
One addition to my personal learning theory is that students should formulate their own knowledge in a student centered environment. This will take some adjustment and reflection as I learn to modify this methodology to my classroom. While I feel it is important, it is different than the teacher centered classroom environment I am accustomed to. In a student centered classroom, students are more engaged in the content and motivated to succeed. They take ownership in their learning as they construct their own knowledge. The teacher’s role is not of a facilitator, but as a support system. They answer questions, clarify misconceptions, and provide resources but the students are in control of their learning.
Technology Integration
Some immediate adjustments I will make in my instructional practice regarding technology is utilizing the resources I have around my school. My school is abundant in the amount of technology tools we have available and I have not explored past my comfort zone. Throughout this course I have already started implementing some tools that I had not used before. I have used my videoconferencing equipment to participate in a virtual field trip with the North Carolina History Museum. I used the Kidspiration program that my school purchased for students to create a concept map about the different types of soil.
One tool I have not used yet that I would like to is allow the students to create a movie on moviemaker. My students are going to start a unit on plant growth and development. I like the idea of having the students create a time lapse movie on the growth of their plant. I would need to create my own movie and master the process before incorporating this strategy into my classroom. By allowing the students to create movies in collaborative groups, they are working together to create an artifact. Through this collaboration, students will learn by interacting with each other as well as develop critical thinking skills as they view ideas from different perspectives. They will teach their peers about plant growth using the video which will give them a deeper understanding of the content. This video can posted on my class blog so teachers, family members, and peers can learn from their video.
Another tool that I would like to use is the track changes feature on Microsoft Word. This feature allows specific feedback for the students so they can review suggestions and corrections that others have made. I would like to model this tool with my students several times on my Interactive Whiteboard and then edit and revise several papers together. My final step will have students revise and edit their peers’ work to make corrections. I plan to create collaborative groups of three or four. These groups will work together to edit and revise each member’s work. Each student will have a different color for his or her track changes so I can monitor suggestions. Students will be in control of providing suggestions and reviewing writing strategies with each other. I will remind students that they have the power to accept or deny the suggestion from his or her peers. This creates a sense of empowerment when students are in control of the content of their work while still encouraging their group members to succeed.
One immediate adjustment I will make in my instructional practice is implementation of modeling. The steps to students becoming proficient is modeling, guided practice, and independent practice. I will spend more time modeling the strategies and tools for the students and demonstrating the procedures for successful implementation. I will follow the sequence so that they can become successful in their independent practice.
Since taking this class, my knowledge of instructional skill has expanded. I am aware of the tools available to me and how I can implement them in my classroom. This class has allowed me to reflect upon how I currently use technology in my classroom as an instructional tool. I now know that this is not the most effective use of technology in a 21st century classroom. I plan to incorporate technology as a learning tool in a student centered environment. The resources provided from this class have allowed me to explore the various tools and strategies I plan to implement throughout my transition.
Long Term Goals
As stated earlier, one of my long term goals is to transform my classroom from a teacher centered classroom to a student centered classroom. I know that this will take time and it will not occur overnight. Throughout my college courses and my personal teaching experiences, I have always been surrounded by classrooms centered on the instructor or teacher. Over the years I have heard many of these teachers and instructors express concerns that students have less intrinsic motivation and more behavioral issues. From my experiences incorporating technology in my classroom, I have seen these concerns decline as students take more ownership in their ideas and remain engaged on the tasks. Students look forward to coming to class when they are in charge of their learning. Although I have just begun to implement this methodology of teaching into my day, I can see a difference in the students’ motivation levels. I have started implementing student centered lessons with my social studies and science curriculum. My students have been researching using the Internet, collaborating with groups and partners to create concept maps and VoiceThreads, as well as attend virtual field trips. They look forward to these subjects as is apparent when they inquire about them upon entering the classroom in the morning. As I become comfortable incorporating this methodology in my social studies and science curriculum, I will start applying it to my math and language arts.
Another long term goal I have is to master the research based strategy of identifying similarities and differences. It involves higher level thinking skills that allow students to analyze topics more in depth as they search for patterns. My students take a cognitive abilities test to determine whether they qualify for academically gifted services in the fourth and fifth grade. Identifying similarities and differences through analogies is often difficult for them because they have not strengthened this part of their brain. I like the idea of creating a spreadsheet on Microsoft Word or a Smart Notebook file each day to analyze an analogy of the day puzzle. I will start the year using words, visual, and audio to represent different objects. Students will need to compare these objects to determine their relationship. Gradually students will start developing their own analogies for their peers to solve. The end result could be small groups of students displaying analogies and discussing their results in a collaborative learning format. Some analogies can be more abstract such as: How is a mailbox and an elephant similar? Some analogies can be more basic such as: Red is to apple, as green is to ____? The groups can be differentiated homogeneously based on readiness level. These analogies can also be represented on a VoiceThread to allow for differentiation. Those that are ready to challenge themselves can comment on the more abstract analogy, while those that may need more basic practice can still receive independent practice. Students can listen to their peers ideas develop new patterns of thinking. I will guide the students by gradually giving them less structure and support. Since recognizing similarities and differences is reflective of ones prior knowledge and personal experience, this strategy aligns with the cognitive learning theory. “Cognitive tools impact student learning by causing them to think about information instead of reproducing and/or recalling information” (Robertson, Elliot, &Robinson, 2007).
Conclusion
After my Bridging Learning Theory, Instruction, and Technology course at Walden, I have acquired many new tools to put into my toolbox. I understand that these tools will not all be applicable immediately, but with further exploration I will be able to implement them effectively with my students. I know to model with my students not only new tools, but learning strategies as well. I cannot assume that students know how to effectively take notes or summarize a passage in a text. I need to model these skills for the students and guide them to understanding the steps necessary when applying them. I have a deeper understanding of the various learning theories, and have recognized that my personal learning theory is a combinations of several different theories. Now that I know my personal learning theory, I have a deeper understanding of how students think and what they need to succeed in my classroom. I will reflect upon these theories when I am interacting with my students and developing student centered lessons.
References:
Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved October 30, 2010 from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, 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.
Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/
Standridge, M. (2002). Behaviorism. In M. Orey (Ed.), Emerging Perspectives on Learning, Teaching, and Technology. Retrieved November 7, 2010, from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism
No comments:
Post a Comment