Reflection of EDUC - 6713I

 This course has introduced me to the GAME plan (Cennamo, Ross, & Ertmer, ß2009) which is a way to plan an authentic learning project. The first step in the game plan is developing a goal that you want your students to achieve. While it is important to integrate technology, “make sure the content is tied to the standards” (Laureate, 2010). When developing rubrics with my students, I will be sure to display the standards that I want them to master by working through the project. By allowing students to look towards the end goal before starting a project, they are more aware of the expectations.

The second step of the game plan is taking action. This step is more similar to a lesson plan I have created in the past. In my past lessons I have listed the steps necessary for students to complete the goal. What this course has taught me with problem based learning, is that students are able to determine their own steps in solving the problems. They can be more independent with this step as they plan out their project, therefor taking more ownership in their learning.

The third step in the game plan is monitoring your learning. I have always monitored student learning with quizzes or through observations. I like having students monitor their own learning by posting reflections on blogs and or wikis. This form of communication would form a social network for peers to offer suggestions and comment on their peer’s reflections. This requires higher level thinking since most students will be comparing their peer’s reflections with their own results of their projects or experiments. I will also be able to monitor student thinking by reading over the student’s reflections.

The last step in the GAME plan is evaluating and extending thinking. Students will reflect upon the goals and rubric created in the first step of the game plan. They will determine whether their goals were met. If they were not, they can extend their learning by modifying the assignment to best meet their goals. This part of the GAME plan reminds me that problem based projects can be ongoing. Students can extend their learning past the initial phase of the GAME plan and continue testing out theories and finding solutions.

Throughout my courses at Walden, I have always been told to integrate technology when it meets the standards, not revolving the standards around the technology. Near the end of the school year, I was able to use use some of the tools I have learned about in this class to enrich my curriculum. I used Edmodo (www.edmodo.com) which is a free social networking program where students can carry on conversations on a chat room. My students posted their responses from literature circles both at home and at school while they were reading. Students were able to start discussions and clarify misconceptions. I will be sure to use a social network because of the positive feedback I received from implementing it this year.

I have always been a little hesitant to integrate digital storytelling because I thought it would take a lot of time and I had a difficult time determining where it would tie into my curriculum. Dr. Arnie Abrams (Laureate, 2010) gave examples of how digital storytelling can be integrated into all content areas. He also clarified that a digital story could be just pictures, it can be a movie, and it could be a powerpoint. As long as there is information that is provided by watching the product, it is a digital story. This clarification and the examples provided have made me more comfortable in implementing this tool. I plan on having my students create a three-dimensional shape scavenger hunt slideshow using digital pictures they take from around the building. This project will not be time consuming, but it will provide creative thinking skills as students are locating three-dimensional figures in their environment. 

I was also able to implement the beginning of a problem based learning project. Since summer was arriving, I had students plan a trip including the airline, hotels, and tourist attractions.  They were able to choose a destination anywhere around the world and work in small groups to design an itinerary. Although I was not able to finish this project, many of the students finished the research and were both excited about the fascinating hotels and tourist attractions they found, and surprised by how much airline tickets cost. It was a good lesson for students to learn even though they were not able to create their final product. I have discovered how necessary it is to find authentic instruction to demonstrate for the students the importance of the lessons and objectives they are learning. Without real world application, the students will lose motivation as they will not understand the application in their own world.

Reference:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laureate Education, Inc. (Executive Producer). (2009). Video: Spotlight on Technology: Digital Storytelling. Integrating Technology Across the Content Areas. Baltimore: Author.

Monitoring your Game Plan

My second indicator of exploring real-world issues using digital tools and resources has come along further than my first indicator of modeling safe, legal, and ethical uses of technology. My first indicator is easier to integrate within my existing curriculum. Dr. John Ross stated that you need to “choose supporting technology” (Laureate, 2010) to fit your objectives, not choose supporting objectives to fit your technology. I have found more ways to integrate effective tools to explore a real world topic, than I have been to practice and model safe uses of technology.

I have been modeling and discussing with my students the safe and ethical use of technology through their blogs, Edmodo site, and ePals correspondence. When responding to not only peers but penpals over the Internet, we have discussed the information that is safe to share and those that are not. We have also discussed why sharing specific information can be dangerous. I feel as though my students have improved in their methods of publishing online because they think about the information they share and even ask their peers or myself if it is appropriate. I have not yet had my students brainstorm safety tips, explore the http://www.wiredkids.org/wiredkids_org.html safety site, or create a skit. I may need to modify my action plan since my students only have two and a half weeks of school. I may eliminate the skit, but still have them use the Internet to research safety tips, create a poster, and display around the building. By displaying the posters around the school, students of all ages can benefit from the information. I have learned that students have not been exposed to safety practices when using Internet sources even though students of all ages use technology at home on a daily basis. Many of my students had never been exposed to safety tips and were not aware of the dangers that could occur in sharing personal information. My question that still remains, are there any other teachers in my building that think this skill is important to integrate in the classroom? If these students do not pass through my class, will they learn the safety tips? This is an easy skill to find resources on because there are plenty available. I plan on starting this indicator earlier in the year so that my students could perform skits and perform them on our morning radio. 

My second indicator has come along nicely. I have used pictures of x-rays I found on the Internet to display the location of bones in the human body. I have also used a simulation of a bone so that students could explore the layers of the bone and what they consist of. I have contacted a nurse that will be Skyping with my students to discuss questions they still have about bones.I sent home the virtual owl pellet site every student in my class. My students loved dissecting the actual bones and the experiment motivated them to want to learn more. My student that were absent the day of dissection were able to explore owl pellets online http://www.kidwings.com/owlpellets/flash/v4/index.htm. I wonder how many of my parents encouraged my students to continue this exploration at home, or sat down with their child to explore with them? I have learned through past experiences, that even though my students create projects online and I send the final product to the parents, about a quarter of my parents actually glance at the product. Technology makes it easier to communicate with parents by sharing online data, activities, online portfolios, and final projects. If parents are not taking an interest in the information and tools available, what motivation is that for the students to continue trying their best? To modify my plan to encourage more active parent involvement, I may have parents sign a checklist upon viewing online projects just like I do with their paper assessments. I am still looking for a problem based learning project or webquest appropriate for third grade that would continue to motivate their interest in the classroom. 

Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program: Assessing Students’ Needs With Technology [Webcast]. Integrating Technology Across the Content Areas. Baltimore: Author.

Carrying Out Your Game Plan

The first indicator I wanted to apply to my classroom was 4a: advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. I wanted to focus on Internet Safety. I plan on using ePals, my class blogs, and Edmoto (social networking site) to allow student to practice the safety tips presented. My class has already been participating in class using these tools while I am monitoring their work. I would like students to be aware of the safety issues that correlate with Internet use. As a class, I will have my students brainstorm a list of safety tips that they have learned. Using a concept map, we will group students ideas using a web to determine similarities and new information. Next, students will research safety concerns using http://www.wiredkids.org/wiredkids_org.html Students will learn about various Internet safety guidelines. Next, my students will design a poster on Publisher or Pages to display Internet safety tips throughout the school. Lastly, students will design and record a skit that teaches a lesson on Internet safety. These lessons will be displayed on our morning news station. Students will take ownership in being a responsible Internet user and will be less likely to become a cyberbully or misuse the Internet.

My other indicator I wanted to focus on was 1b: engage students in exploring real-world issues and solving authentic problems using digital tools and resources. I would like to continue applying this indicator using my soil unit, but I am not able to teach that unit until October. I have already used the Internet to display x-rays demonstrating the various bones in a human body for our current science unit. Next, students will be dissecting owl pellets in our science unit. I plan on providing a virtual owl pellet dissection for the students that are not able to be in class, so that they could have a similar experience at home( http://www.kidwings.com/owlpellets/flash/v4/index.htm). I would like to set up a videoconference with a doctor so my students can ask questions about the bones, muscles, or joints. I would like to find more resources for bones, muscles, or joints in the human body that would allow my student to solve authentic problems using their knowledge. I will continue searching for a PBL (problem based learning) or webquests that are appropriate for third grade and reflects the objects in our curriculum.

Game Plan

Peggy Ertmer (2010) stated that “two of the four variables in integrating technology are knowledge of the skills and confidence in applying these skills”.  I plan on choosing two indicators from the NETS (National Educational Technology Standards) to focus on in the classroom to build on my knowledge and confidence. 

One indicator I would like to strengthen with my class is indicator 4a: advocate, model, and teach safe, legal, and ethical use of digital information and technology, including respect for copyright, intellectual property, and the appropriate documentation of sources. Although I find there ways to integrate technology within my existing curriculum, I have a difficult time finding time to teach Internet safety. Prensky labeled the students in my class “digital natives” because they grew up in a technology driven environment. These students will need to learn how to stay safe in an online community, because they will be using this form of communication in their personal lives and when they enter the job force. To meet goal of effectively increasing my students awareness of Internet safety, I have started collecting reading material that has been published on Internet bullying. Students need to learn the characteristics of a cyber bully so they can protect themselves from them or prevent themselves from becoming one. My students have an ePals classroom in Turkey that they correspond with through email. I plan on designing some Internet safety mini-lessons lessons so students are aware of what is safe to address in an email and what is not.  I will monitor student progress and my own based on how they communicate independently on student blogs and ePals communication. Since I have the ability to approve or disapprove content before it is published or sent, I can closely monitor who understand this NET indicator and who needs some extra assistance. I will evaluate my own learning by keeping records of the mini-lessons that worked and those that did not. I will hold on the articles or scan into the computer as a digital archive. I will reflect upon the tools and strategies that encouraged safe practices for my students, so that I could use them in future years.

Another indicator that I would like to address is 1b: engage students in exploring real-world issues and solving authentic problems using digital tools and resources. I believe that students learn best when an authentic problem or real world application is present. My goal is to become more aware of the authentic activities and assessments I provide my students. One of my science units is about the various soils located in North Carolina. This unit tends to be boring both for my students and for myself teaching the lessons and leading the experiments. Cennamo, Ertmer, and Ross (2009) state that after identifying my goal I need to determine the Action steps I will take to meeting my goal. My first action will be to research or develop a project based learning activity allowing students to identify a sample of soil. I will integrate either a spreadsheet for students to record their information and the characteristics of their sample soil. I will allow encourage my students to take photographs of their soil and post their spreadsheet on a classroom blog for other students to assist in the analyzing process. This will encourage higher level thinking as students compare and contrast the elements of each soil with the soil sample to determine the classification. I would invite a soil expert from one of the surrounding universities to observe the students data and comment on their work. This will provide students with expert advice and create another “real-world” connection. Vicki Davis (Laureate, 2010) states that “whatever the subject taught, others will want to collaborate”. I will reach out to my online community to see if another classroom would want to post a similar project so my students can analyze the differences between the soils in different environments.  Throughout the process I will monitor student engagement and understanding through observation, class notes, and by providing a rubric before the project so students are aware of the expectations. I will evaluate my own learning by documenting the activities that encouraged higher level thinking, or which activities were too abstract for my third grade students. If some of the activities were too difficult, I would know to simplify the project or differentiate the project the following year.

By focusing on two indicators in a year, I am increasing my knowledge and confidence integrating technology without becoming overwhelmed. When I feel as though I have mastered these indicators, I will replace the indicator with another. Since technology is always growing and changing, teachers need to continue to develop as well.

Resources:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning. 

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2009). Enriching Content Area Learning Experiences With Technology, Part 1. [DVD]. Baltimore, MD: Author.

Prensky, M. (2008). Turning on the lights. Educational Leadership, 65(6), 40–45.

British stick insect foundation website evaluation

http://www.screencast.com/t/vbeb4mWiMO8

Reflection- Bridging Learning Theory, Instruction, and Technology

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 21^st 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

Social Learning Theory in the Classroom

Social learning theories emphasize the importance of interaction with others in order to construct knowledge. Since knowledge is unique to every individual learner based on prior experiences and schema, the interaction between peers allows students to look at content through another’s perspective and learn from their knowledge. 

Two ways in which students can interact with others to evolve their knowledge and interpret meaning is through collaborative and cooperative learning. These two terms are often used in correlation with each other, but they are different. 

Cooperative learning is when each member in a group is responsible for a portion of the work. It is the groups job to ensure all members understand the content. Cooperative learning usually solves close-ended problems where the teacher is aware of the solutions.  There are some generalizations that Pitler, Hubbell, Kuhn, and Malenoski (2007) recommend following when incorporating cooperative groups in the classroom. 

• Organizing groups based on ability level should be done sparingly.
• Cooperative learning groups should be small in size. Usually these groups are between two and four students.
• Cooperative learning should be used consistently and systematically but not overused. (p. 139)

Some groups are informal and change often. A think-pair-share is an example of an informal group when students turn to their neighbor to share information. A base group is a long term group where students “support each other throughout a semester or a school year” (Hitler, Hubbell, Kuhn, & Malenoski, 2007). My students have base groups to support each other for a quarter. They sit within groups of four and often work cooperatively on math problems as well as science experiments. Recently the students created compost bags in their groups. One bag contained worms and the other did not. They observed the bags daily and discussed their observations to discover how the food was decomposing differently in each bag. Through discussion students brought different perspectives and experiences to the group. They each wrote their observations and hypotheses in their science journal, but they were able to validate their ideas by discussing with their peers.

Another way that students can participate in a cooperative learning project is through a jigsaw. In a jigsaw, each member in a group is responsible for learning or researching specific content to share and teach the rest of the members of their group. When students teacher others, they “develop a deeper understanding of the content” (Orey, 2010).

Collaborative learning allows all members of the group to work together to solve an open-ended problem. The teacher does not usually know the solution to the problem. Since collaborate learning is graded as a group effort, rubric should be generated to establish expectations and goals.

One example of collaborative learning is through project based learning. The teacher’s main purpose in a student-centered lesson is to provide resources and feedback when necessary. Students tackle authentic real-world problems. They work collaboratively in groups to generate and test hypotheses. They develop strategies to solve problems using their prior knowledge and schema. Afterwards groups reflect on their solutions and are given feedback from their teacher and peers. If an artifact is created, it can be modified based on the evaluation. 

Technology allows students to collaborate using sites such as ePals. The ePals website is a global community that allows students from across the globe to collaborate on projects. My students are in the process of starting a project with a third grade classroom in Turkey. This particular project allows students to communicate through monitored email to explore each other’s cultures. Students will be able to compare the similarities and differences of each others lives through analysis which is a complex thinking skill.

Conclusion

Although the social learning theory has been around for decades, social learning practices are becoming more common in the classroom. Technological advances are allowing collaboration between professionals in the workforce from across the globe and classrooms across various school systems. This socialization is done instantaneously as communication is exchanged through email and videoconferencing. As George Siemens (2006) states, “ we have a broader complex environment in which we are situated”. Students need to be exposed to the current trends so they are equipped with the skills necessary to succeed in the workforce. Cooperative and collaboration learning through the use of technology will achieve this goal.

Resources:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2010g). Program #: Social learning theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

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.

Siemens, G. (2006). Knowing knowledge. Creative Commons License. 

Teaching in Time VoiceThread

Please view my voicethread about the time limitations in the classroom. Please comment with your opinions and suggestions.

http://voicethread.com/share/1544506/

Constructivism and Constructionism

Constructivism verses Constructionism

Constructivism is a theory that states learners construct his or her own thinking through assimilation and accommodation. Assimilation is when new knowledge builds onto prior knowledge that already exists. Accommodation is when previous knowledge does not exist, so the learner’s schema needs to be altered to accommodate the new information.

Constructionism is a theory that states that in order for students to effectively retain information and form connections to the content, they need to build artifacts or products to share with others. Like the constructivist theory, the constructionism theory states that students construct their own knowledge through experiences. Both theories state that “knowledge is unique to the individual that constructs it” (Lever-Duffy, MdDonald, 2008).

Generating and Testing Hypothesis

This week we learned about generating and testing hypothesis. When students form a hypothesis about a topic, they are developing higher level thinking skills while tapping in to the prior knowledge. This allows students to construct his or her own thinking by assimilating the new information with the existing schema. Technology such as interactive spreadsheets allow students to generate a hypotheses and receive immediate feedback of their tests. Students can focus on higher level thinking skills such as problem solving and analysis instead of calculations.  

To determine whether a hypotheses is correct, students need to test out their ideas. One way they can analyze and look for patterns of their results is through data collection tools. Data collection tools allow students to “gather and graph data quickly so that there is more time for analysis and synthesis” (Pitler, Hubbell, Kuhn, Malenoski, 2007). They can sort their data based on a characteristic such as size or speed, which will allow students to visualize their conclusions to synthesize their results. Students can also use this tool to compare data with those in the same classroom or through online collaboration to determine whether results vary.

Web resources allows students to formulate and test a hypothesis in a situation that would not be possible in the regular education setting. Students can participate in a virtual game that allows students to build their own farming community and use their ideas to gain revenue. Students in third grade virtually dissect owl pellets to determine what rodent the bones originated from. With the resources available on the Internet, students can develop and test a hypotheses in all subject areas through their computer.

Project-Based Learning Tools

Some ways that students can generate and test their hypothesis is through project-based learning tools. These tools tie directly into the constructivist and constructionist learning theories. These learning tools are student-centered where the teacher’s role is a facilitator. The teacher’s main purpose in a student-centered lessons is to provide resources and feedback when necessary. Students tackle authentic real-world problems. They work collaboratively in groups to generate and test hypotheses. They develop strategies to solve problems using their prior knowledge and schema. Afterwards students reflect on their solutions and are given feedback from their teacher and peers. If an artifact is created, it can be modified based on the evaluation. These tools are truly student centered as students determine the steps taken, resources used and at times assessment rubrics used for evaluation. 

Conclusion

The constructivist and constructivism theorists state that learners construct their own knowledge through experiences and prior knowledge. Students can develop higher order thinking skills through problem solving by developing and testing hypotheses and project-based learning tools. Technology makes the process more focused since students do not need to take the time to compute equation, they can focus on the analysis and interpretation of their data. Students have the ability to compare and contrast the results of their hypothesis with other groups in the classroom or around the globe. This allows for collaboration of ideas as well as provides students the power to analyze their own theories to make alterations and changes. These higher level thinking skills stem beyond basic computation and memorization as students develop schema they will apply to various situations throughout their lives.

References:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations. Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

The cognitive learning theory emphasizes the “mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and finally used” (Lever-Duffy, McDonald, 2008). Unlike the behaviorist theory which focuses on external factors, the cognitivist perspective focuses on mental activity for storing information. Students attain long term memory of a skill by storing it first in their short term memory and then with more time to process the information it is stored in the long term memory. The short term memory can only process roughly seven pieces of information at a time. The cognitive theory recognizes sensory registers and stresses teaching to multiple senses such as visual and auditory to increase the likelihood of storing it to memory.

Cues, Questions, and Advance Organizers

“Cues, Questions, and Advance organizers focus on enhancing students’ ability to retrieve, use, and organize information” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Cues and questions allows students to tap into their prior knowledge to make connections to new information. Since ideas are connected when stored to memory, it is important for students to connect new topics to pre-existing knowledge. This process of connecting new information to prior knowledge in order to construct their schemata is called metacognition (Robertson, Elliot, & Robinson, 2007). Cues should be direct and explicit. They should inform the students of the goals of the lesson. Questions should provide open ended responses that allows the reader to use critical thinking skills to develop a deeper understanding of the content. 

Advance organizers are tools that incorporate multiple senses to introduce, organize, present, and assess information. There are several forms of advance organizers that can be used in a myriad of ways. Robertson, Elliot, and Robinson (2007) described each type of organizer as the following:
Expository advance organizers include brochures, definitions, rubric, and programs. Narrative advance organizers are usually stories, articles, or artistic works. Graphic advance organizers are usually tables, charts, or artistic works. (p. 75)

In my classroom students are provided rubrics before an activity so that they are aware of the expectations and goals. I also use expository rubrics to introduce new science terms, present the focus questions, and review the scientific method before a science experiment. Narrative advance organizers allow students to use stories to make a personal connection to the new content. I often use picture books to introduce new math terms so that they can formulate a connection prior to applying the term to a math problem. Graphic advanced organizers can be used to assist students with organizing their thoughts before writing. Technology such as Webspiration allows students to organize their ideas on a web or outline. These organizers can also be used as an assessment piece. Webs, chart, or tables can be created with information eliminated. Students complete the missing information with the knowledge they learned from the lesson.

Summarizing and Note taking

Summarizing and note taking were strategies I initially researched in the book Classroom Instruction that Works by Marzano, Pickering, and Pollock. This book provided strategies for effective note taking such as creating a concept map to visualize ideas and connect relevant information. Students identify the key points of the topic and then attach relevant details. Another strategy that this book discussed was the combination technique which enforces multiple senses and processing the same information three different times. Students process information by writing notes as words, pictures, and summarizing the information. Because students are using dual nodes to record the information, they are more likely to store this information to memory. 

Summarizing is a tool that allows students to interpret information to determine its importance. Students should be able to eliminate information that is redundant or insignificant. If a list of items is present within the important information, it needs to be replaced with a term that describes the list. Finally a topic sentence should be found or created. There are many different frames that can be used to assist students in developing a summary. A narrative frame focuses on the key elements in a fictional text such as characters, setting, conflict, and resolution. A problem and solution frame is effective when discussing a social or economic problem in a social studies unit. The students need to identify the problem, possible solutions, and the solution that may have the greatest chance of success. This would also be a good frame to incorporate during an inquiry based science lesson where students develop a solution to a scientific inquiry. Each frame has a list of key questions that are relevant to the topic and helps the student determine the importance of information.

Virtual Field Trips

When students are able to attend a virtual field trip, they are storing information in their episodic memory. This memory remembers events that have occurred in the students’ lives. Virtual field trips can allow students to visualize information through photographs, interviews, and virtual worlds. There are also virtual field trips where students are able to communicate through teleconferencing equipment with a professional. My students have attended a virtual field trip at Plymouth Plantation. There were members of the Wampanoag tribe as well as actors portraying pilgrims. These individuals were interviewed to provide information about the past and the way that pilgrims and Wampanoag tribes lived. My students were engaged in the interview. When we added to our concept map after the field trip, students were able to remember ideas and connect the information to knowledge we had previously organized on our web.

After Thanksgiving my students will participate in a virtual field trip with the North Carolina History Museum. The museum is sending an assortment of artifacts for the students to observe throughout the field trip. My class will be videoconferencing with a member of the history museum as he guides them through the hands-on activity of analyzing artifacts using observation and graphic organizers. This will be a different type of field trip than the Plymouth trip, however it will be more personalized as the historian can answer direct questions and converse with my students.

Conclusion

Cognitivists say that in order for students to process ideas they need to form connections with previous knowledge which can be accomplished through cues, questions, and graphic organizers.  Since students only remember roughly seven pieces of information, it is important for them to determine what is important and essential to remember. Students can do this through graphic organizers, notetaking, and summarizing. Students can formulate new background knowledge through personal experiences using a virtual field trip. These trips allow students to learn using multiple senses such as visual, auditory, and tactile.

References

Laureate Education, Inc. (Producer). (2008). Program five: Cognitive learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Retrieved October 30, 2010 from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603750/Ch1_Excerpt.pdf. 

Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in the classroom

Reinforcing effort and homework and practice are two strategies that provide feedback for students with the intention of building on desired outcome. These strategies correlate to the behaviorist theory that “all behaviors are learned habits” (Standridge, 2002). If the desired outcomes are repeated, they will become habit and a new behavior will be instilled.

Reinforcing Effort

Reinforcing effort is described as “an instructional strategy that enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007). This strategy relates to the behaviorist theory, because it is showing students the connection between effort and achievement in hopes of changing the students’ motivation level and work habits. The more effort a student provides, the more he or she will achieve. Once students form the habit of working at or above their potential, it will be embedded in their thinking. One strategy to reinforce effort is the use of rubrics and data. Students reflect on the amount of effort used to study and prepare for a test. After the test is graded, the results are added to the data. After continuing this strategy, patterns should start to form and students should realize that with effort comes greater achievement which would reinforce effort. 

Homework and Practice

Behaviorists believe that repetition of a skill or habit will embed it to memory. This thinking is what homework and practice reinforces. Marzano says “students need about 24 practice sessions with a skill in order to achieve 80 percent competency” (2001). Since homework and practice should be a continuation of the skills learned in class, this strategy reinforces these skills and allows for added repetition through practice. Websites such as Classroom.JC-Schools.net and http://www.webmath.com/k8drill.html provide repetition of skills in the form of drill and practice. The use of word processing applications such as word allows for instant feedback. Students are able to determine the level they are writing by using the Microsoft Word spelling and grammar tool. Students receive feedback to determine the grade level of writing he is she has produced. When students are told that they are writing at a level below their school year, students are intrinsically motivated to revise and edit their work. If a student needs to add more elaboration to their work in order to increase his or her grade level, this tool will continue reinforcing this skill until it becomes habit. 

Conclusion
Even though the behaviorist theory is often looked down upon in the education world, there are many beneficial strategies that stem from this theory. Students develop life long work ethics by understanding the relationship between effort and achievement. They will form a connection between hard work and success which can be applied to various aspects of their lives such as school and personal relationships. The implimentation of homework provides repetition of skills so that they can become embedded in the students memories. These are skills that students need to develop in order to apply to more challenging tasks in future grades. The behaviorist theory is prevelant in education whenever behaviors are learned and habits are formed.

References

Marzano, R.J., Pickering, D.J., & Pollock, J.e. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA” Association of Supervision and Curriculum Development.

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