Constructivism is the idea that each thing we learn is "uniquely constructed" in order to be learned. Constructionism is the idea that in order for us to learn and maintain the new information we must have "first hand experiences" and build something in order to learn in. The two ideas go together because both of them make the learning experience personal.
The instructional strategies discussed in this week's resources go well with both of these ideas. Technology plays the part of the tool that helps our students create and all of the techniques shared with us in this reading were technology related.
The first strategy shared is spreadsheet software. I use Excel in my classroom. Students are able to take data, enter it into the spread sheet, and with the correct formulas, get immediate results. One of the examples given in this reading, a economics assignment given by Mrs. Omar, reminded me a lot of the assignment I did at the end of the year with my students. Our topic of study was budgeting. Students were given a salary and then the many costs that come along with being an adult. Simply through entering these into the spreadsheet, students were able to see the cost of living. This assignment really helped my kids learn the basics of Excel, while also meeting our state standards. They were also able to create something of their own which we know is important to remembering the material later on. (and how important is it to learn to budget????)
The second strategy shared with us are data collection tools. I have never used these tools in my room, but can see where they would be very helpful. Students create (one again using that important word!) their own. Students first make the prediction of what the outcome of the assignment will be (maybe how many people in your class are each religion...I am SS, so things like this normally pop into my mind) and then do the research. They are given a simple chart to fill in and then can very easily see the results. With these results, students are able to graph. This can be done very easily using the right computer programs. Students simply enter the information into a chart, click a button and have a graph! How easy and what a great way for students to see the results in a variety of ways!
The last strategy shared with us is using web resources. I found the "Calm and the Storm" website very interesting. Students actually get to run a country. I did this in my class, but did not use any technology. Students were given a job duty or government position and had to run their country. Calm and Storm allows the students to get deeper into the material. Studies showed that the students who were able to use the technology learned more and enjoyed the lesson more. I cannot wait to try it with my class!!
I think the ideas of constructionism and constructivism are very important to the classroom teacher. Like many things I have learned through this program, I am already implementing these ideas partially without even knowing it! This class will help me help my students really learn through doing...and enjoy it!
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Wednesday, May 27, 2009
Wednesday, May 20, 2009
Cognitive Learning Theories
Dr. Orey says that cognitive learning theories "revolve around information processing" (Laureate Education, 2008). In my own words, cognitive learning theories focus on understanding and processing the material given to you. Have you ever read a page in a book and then had to read it over because you found you did not absorb any of the information? Obviously, the way you were reading was not working well cognitively. Learning and maintaining the information you learn needs to be done through a process. Orey says that only about seven pieces of information can be stored in your short term memory at one time. This is why we often forget phone numbers or addresses. I even forget names when I meet a lot of people. Cognitive learning theories work to move the information from short term to the long term memory bank. In order to do this, we need to make connections. Connections allow branches to form and create easier paths to locate the memories. If I wanted to remember that Jon Smith was from El Salvador, in my mind I would say "Sal next door has a friend name Jon Smith". This would help me recall the information later. Connecting the information to real life events allows students to store it in a way that will be easily recalled later when needed.
The technology aspect of cognitive learning is important. Today's kids work so much with technology. Whether it be watching TV, playing video games or playing on the computer, technology plays an important part in these kids lives. The one resource that I already use, but have never thought of in terms of technology, is concept maps. Normally we do this with paper and pencil. The idea of doing the research online, taking a "virtual field trip" is so much better then just having them read out of the book and take paper and pencil notes. The students can use the concept map as a guide through the field trip. This concept map will allow the students to take what they know, and have learned, and "build a network" with it (Laureate Education, 2008). This network, or map, will allow the students to see how the material all connects with each other. As we all know, creating links allows for easier recall of the information later. In a concept map, in order to help even more with recall, students can include pictures. The program Inspiration allows students to substitute the bubbles with actual pictures. This could allow the students to customize the information to what helps them remember. It also allows for creativity that is sometimes stifled when working with computer programs.
I think there is so much we can do to address cognitive learning theories through technology. I look forward to learning more about this through this class!
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
The technology aspect of cognitive learning is important. Today's kids work so much with technology. Whether it be watching TV, playing video games or playing on the computer, technology plays an important part in these kids lives. The one resource that I already use, but have never thought of in terms of technology, is concept maps. Normally we do this with paper and pencil. The idea of doing the research online, taking a "virtual field trip" is so much better then just having them read out of the book and take paper and pencil notes. The students can use the concept map as a guide through the field trip. This concept map will allow the students to take what they know, and have learned, and "build a network" with it (Laureate Education, 2008). This network, or map, will allow the students to see how the material all connects with each other. As we all know, creating links allows for easier recall of the information later. In a concept map, in order to help even more with recall, students can include pictures. The program Inspiration allows students to substitute the bubbles with actual pictures. This could allow the students to customize the information to what helps them remember. It also allows for creativity that is sometimes stifled when working with computer programs.
I think there is so much we can do to address cognitive learning theories through technology. I look forward to learning more about this through this class!
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Wednesday, May 13, 2009
Instructional Strategies
There are many different ways to better the use of behaviorism in the classroom. This week we learned about two different ways that will lead us to be more effective teachers. The first technique is reinforcing effort. Not all students believe in the value of effort, but they"...can learn to operate from a belief that effort pays off..." (Pitler, Hubbell, Kuhn and Malenoski, 2007). It is up to us as teachers to show that a little effort can go a long way. The second technique is homework and practice. Like effort, not all students see the value of homework. Homework requires assistance from all parts of the students life to be completed correctly and be the valuable piece of work you intend it to be. Homework should never be busy work but, "...give the students a chance to review and apply what they have learned" (Pitler,Hubbell, Kuhn and Malenoski, 2007). Homework proves to the student and the teacher that they have really learned and are able to use those ideas and strategies.
Behaviorism focuses on positive and negative consequences and the outcome you wish to receive from them. One of the instructional strategies presented this week is "Reinforcing effort" which in my mind goes hand in hand with behaviorism. "Reinforcement increases good behavior" (Orey, 2001) by either taking away something or giving something as a reward. One great way to do this is by using a spreadsheet. Spreadsheets, or charts, using Excel, allow the students to see in an easily understood way, what is expected of them or what they need to do. This follows the idea of rubrics which I use very often in my classroom. Nothing is left to the imagination and students have no excuse to not act the right way. You can also use bar graphs. In Social Studies, we work on map and graphing skills. Students know how to create and read graphs. I think it would be beneficial for students to both read graphs that share their effort and grades as well as create them.
The second resource that was discussed in this weeks resources is "Homework and Practice". Homework can be, as stated by Orey, "a measurable and observable aspect of human behavior" (Orey, 2001). We must make sure we make the reward for doing homework at least a little enjoyable or the students, as proven in my Social Studies class, won't always do it. Students "repeat pleasurable acts and stop unpleasant acts"(Orey, 2001). I often praise students out loud for doing their homework, or give stickers or treats. I sometimes feel, though, that homework is something that should be done no matter what the reward and that the unpleasurable act of getting a zero should be enough to prevent them from not completing it again. This is a constant internal struggle I have. Using technoloy can be rough when it comes to assigning homework. In my school, I have to avoid this totally because not many students have computers at home. If they did, I might use sights like Brainpop or Flashcardexchange.com to help them review the previous days work. This would allow for that instant feedback while also being enjoyable for the students. I would also like to have a school blog that students could submit work to. Maybe someday I will be able to incorporate all of this into my classroom.
I believe that all of these techniques can be used with technology. Students and teachers can use software programs that allow them to create graphs and charts to map their levels of effort and how they relate to their grades. They can also use online assignments for homework in which they can get immediate feedback. Technology is easily integrated into all aspects of the classroom and really fits in neatly with behaviorism. I look forward to working more with learning theories and learning how to better integrate them, and technology, into my classroom.
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.
Behaviorism focuses on positive and negative consequences and the outcome you wish to receive from them. One of the instructional strategies presented this week is "Reinforcing effort" which in my mind goes hand in hand with behaviorism. "Reinforcement increases good behavior" (Orey, 2001) by either taking away something or giving something as a reward. One great way to do this is by using a spreadsheet. Spreadsheets, or charts, using Excel, allow the students to see in an easily understood way, what is expected of them or what they need to do. This follows the idea of rubrics which I use very often in my classroom. Nothing is left to the imagination and students have no excuse to not act the right way. You can also use bar graphs. In Social Studies, we work on map and graphing skills. Students know how to create and read graphs. I think it would be beneficial for students to both read graphs that share their effort and grades as well as create them.
The second resource that was discussed in this weeks resources is "Homework and Practice". Homework can be, as stated by Orey, "a measurable and observable aspect of human behavior" (Orey, 2001). We must make sure we make the reward for doing homework at least a little enjoyable or the students, as proven in my Social Studies class, won't always do it. Students "repeat pleasurable acts and stop unpleasant acts"(Orey, 2001). I often praise students out loud for doing their homework, or give stickers or treats. I sometimes feel, though, that homework is something that should be done no matter what the reward and that the unpleasurable act of getting a zero should be enough to prevent them from not completing it again. This is a constant internal struggle I have. Using technoloy can be rough when it comes to assigning homework. In my school, I have to avoid this totally because not many students have computers at home. If they did, I might use sights like Brainpop or Flashcardexchange.com to help them review the previous days work. This would allow for that instant feedback while also being enjoyable for the students. I would also like to have a school blog that students could submit work to. Maybe someday I will be able to incorporate all of this into my classroom.
I believe that all of these techniques can be used with technology. Students and teachers can use software programs that allow them to create graphs and charts to map their levels of effort and how they relate to their grades. They can also use online assignments for homework in which they can get immediate feedback. Technology is easily integrated into all aspects of the classroom and really fits in neatly with behaviorism. I look forward to working more with learning theories and learning how to better integrate them, and technology, into my classroom.
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.
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