Voice Thread

This is my short voice thread on water. Here is the link to my voice thread, or you can view it below. http://voicethread.com/share/5602199/

Social Learning in Practice

     Social learning is a theory that has the ability to promote the students to work together in order to complete their projects.  The students can be in small groups of two, or they can be in bigger groups of five to work together.  As the students are working together, there is a chance of them becoming more engaged in their learning, which will then help them create a more meaningful learning experience on the the project.  When students are working together, they are able to teach others, which will then help learning develop a more deeper understanding of the content (Laureate Education Inc., 2011).  As the students develop a deeper understanding of the content, they will then begin to show signs of mastering that skill, which will help the students gain self confidence.
     The social learning theory stresses the need for the students to be able to collaborate with each other along with the teacher using cooperative grouping.  One of the most widely used ways of implementing the social learning theory in the classroom is through cooperative learning.  Cooperative learning is where the students will work together to achieve a group goal that cannot be obtained by working alone, and it will help to actively involve the students in the learning process (Orey, 2001).  When the students are working together in the group they will be able to complete a task or project, and then present it to their class.  Cooperative learning has the ability to provide opportunities for the students to discover things about themselves, the work and others around them.  This kind of learning will also help the students to be able to develop a social support system, which is important to a students growth (Orey, 2001).  
     Cooperative learning has a lot of benefits, especially when it is implemented properly.  It has the ability to improve a students attitude about school, decrease social segregation, increase a students motivation, and it provides an environment for the students to reflect upon their new knowledge, along with helping the students to develop a common understanding about the topics that have been discussed (Pitler, Hubbell, & Kuhn, 2012).  
     Two cooperative learning strategies that I like to use in the classroom is pair share and jigsaw.  I have used pair share the most in the classroom, as I have found it to be successful to have the students work with a partner and discuss things.  Pair share also helps the students to practice their speaking, listening and feedback skills.  Jigsaw is fun to implement in the classroom.  It is where each student in the group researches part of the problem or content, then they will come back together and teach their part to the rest of the class (Orey, 2001).  I have had a lot of success with the jigsaw, and most of the students seem to be excited to teach others in their group what they have learned.  
     Technology can easily be incorporated into the social learning theory.  Teachers can use the web to help them as it has become more than just an electronic reference book, it is now a thriving medium for collaboration in education, business and in our own personal lives (Piter et al., 2011).  A teacher can use blogs, wikis, simulation games, and communication software to collaborate.  They can also use shared calendars to share with the class when projects, assignments, tests, and presentation are due.  A popular shared calendar is Google Calendar, and it is very easy and simple to use.  In fact Google docs can be used as collaboration software for the students to work on their work and edit it from anywhere.  
These tools help support the social learning theory because they allow the students to be able to communicate with each other and others around the world, while they are learning.       
     In conclusion, the social learning theory can be beneficial to the students and the classroom.  There are a lot projects that the students can work on together to finish, and they will be able to enhance their learning by working together.  There is a lot of collaboration tools that are available to the students to use, as technology has come a long way in the past few years.  The technology provides the students with tools that they will need to be able to research, collaborate, record, publish and even reflect upon in a social kind of setting.  

     Here are some links about the social learning theory and collaboration:
     http://www.instructionaldesign.org/theories/social-learning.html
     http://www.psychologytoday.com/basics/social-learning-theory
     http://serc.carleton.edu/introgeo/cooperative/index.html
     http://www.pgcps.pg.k12.md.us/~elc/learning1.html


References:


Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H.  Hubbell, E.  & Kuhn, M.  (2012).  Using Technology with Classroom Instruction that Works.  Alexandria, VA: ASCD

Constructivism in Practice

Constructivism in Practice

      Constructivism and constructionism are learning theories, that are used in education today.  Constructivism states that a student will actively construct their own meanings of information, where constructionism is where the students will be able to lean next when they can build some kind of tangible artifact or something they are able to share with those around them (Laureate Education Inc., 2011).  Constructionism can be very beneficial to the students, as they are more engaged with the learning process as they are creating a product that they have designed.  Some students learn best by creating and constructing concepts they have learned into some kind of object or product they they are able to relate to their lives.  

     There are several strategies that support the constructionism and constructivism learning theories.  The first strategy is having the students to generate and test hypotheses.  This is usually done in science, but can be done across the curriculum.  When the students area able to generate and test their hypotheses, they are actually engaging in a complex mental process, applying the content knowledge like facts and vocabulary, along with enhancing their understanding of the content that was presented to them (Pitler, Hubbell, & Kuhn, 2012).  There are four processes that a teacher is able to use to enable the students to generate and test their hypotheses, they are systems analysis, problem solving, experimental inquiry and investigation.  A teacher first needs to give the students a model for the processes and use familiar content to teach the students the steps (Pitler et al., 2012).  This strategy supports the constructionist theory, as the students are engaged and involved in creating a final product.  When the students are able to generate a hypothesis about something, they are using problem solving skills, and learning how to make predictions.  When they are ready to test that hypotheses, the students will be able to create some kind of project that will help them form their conclusions. 

     Technology can be easily incorporated into this strategy.  A teacher can easily use an Excel spreadsheet and have the students test different kinds of hypothesis.  A teacher can also use simulations and games that will allow the students to apply their background knowledge to make predictions, receive feedback and see the outcome of their hypothesis (Pitler et al., 2012).  

     The second strategy is learning by design.  Learning by design emphasizes the value of learning through creating, programming or participating in some other kind of designing and will create a rich context for the students to learn in (Orey, 2001).  Learning by design also values the final product just like the constructionism, though it promotes students to be part of the design process as they create the products.  Technology can be used in the learning by design model.  A teacher could have the students design a project by using the computer.  There are several programs that the students could use that could help them with designing a project.  One program that is used a lot is Coral Draw, which is a drawing program. 

     The third strategy is project based learning.  This is a comprehensive instructional approach to engage the learners in complex activities (Orey, 2001).  The projects that the students should be working on are complex and should be based on an essential question or questions, and have some kind of meaning in a students life.  When an educator is using project based learning they will be helping their students have more motivation, which will lead to them becoming more engaged in their learning.  Constructionism is reflected by project  based learning by creating a student centered learning environment and it has an emphasis on artifact creations as part of the learning outcomes based on authentic real life experiences (Orey, 2001).

     Technology can be easily incorporated into project based learning.  A teacher can have the students do a project on the computer using Microsoft Publisher.  One project that I think would be fun to do with students is a brochure about the state that they live in.  They could use Microsoft Publisher to create the brochure and add pictures, along with information on the state. 

         The fourth strategy is problem based learning.  This is used as an effort to challenge the students to address real world problems and to resolve them  (Orey, 2001).  The problems can have multiple answers and the students will need to work collaboratively to address the possible outcomes.  By using problem based learning, an educator is working towards having the students learning to be driven by the context of the problem and not be bound by an all ready established curriculum (Orey, 2001).  

     Another strategy is to use web quests.  A web quest is an inquiry-oriented lesson format in which most or all the information that learners work with comes from the using the Internet (Webquests, 2008).  They usually include an introduction about an essential question or problem.  Once the introduction is over with the students will then have the opportunity to explore their task, research information and eventually be able to come to a conclusion.  Webquests can be short or they can be used as unites, they will sometimes involve group work, are usually built around the resources that are preselected by the teacher and the students will be able to spend their time using information instead of looking for it (Thirteen Ed, 2004).  

     In conclusion, I feel that any of these strategies that were discussed meet the constructionism principles.  They have the students construct a final product, they are learner centered and the tasks are relevant to their lives.  Using technology in constructionism, will allow the students to be able to research, record and present their projects.  Technology will also give the students a chance to present their products to their peers around the world if they choose to, which could help them have a more meaning learning experience.  

     Here are some links with more information on constructionism:

     http://edutechwiki.unige.ch/en/Constructionism

     http://www.exploratorium.edu/ifi/resources/constructivistlearning.html

     http://www.ndt-ed.org/TeachingResources/ClassroomTips/Constructivist%20_Learning.htm

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://epltt.coe.uga.edu/index.php?title=Main_Page

Pitler, H.  Hubbell, E.  & Kuhn, M.  (2012).  Using Technology with Classroom Instruction that Works.  Alexandria, VA: ASCD

Thirteen Ed.  (2004).  Webquests.  Retrieved from: http://www.thirteen.org/edonline/concept2class/webquests/

Webquests.  (2008).  What is a Webquest?  Retrieved from: http://webquest.org/

Cognitivism in Practice

Cognitivism in Practice
     Cognitivism is still used in today’s classrooms.  The cognitivism learning theory revolves mostly around the what is known as information processing (Laureate Education Inc., 2011a).    Information processing are steps that explain how a person is can learn.  As the information that is being presented to the students, it will be transferred to what is known as our short term memory.  If that information is practiced enough, it will move onto our long term memory, and then can be later retrieved if needed.  There are three kinds of long term memory: declarative (facts and information), procedural (how we do things), and episodic (events in our lives).  
     There are several strategies that can be used to enhance our learning through cognitive processes.  The first strategy is known as cues, questions and advance organizers, which support the cognitive process by allowing the students to tap into prior knowledge.  Cues are hints to the student about the content, questions allow the students to access previously learning information, and advance organizers are usually introduced before a lesson to help draw the attention to important points that are presented during the lesson (Pitler, Hubbell, & Kuhn, 2012).   When a teachers is preparing their lesson, they need to make sure that they avoid the unusual or tricky cues and questions, as this can lead the students in the wrong direction, which can lead to mass confusion during the lesson.  Teachers should think carefully about the cues and questions that they want to be present in the lesson, and ensure that material that is presented to the students will help them understand the information.  
     An advance organizer that is widely used is a concept map.  A concept map is a graphical tool that is used for organizing and representing knowledge, they will include concepts, along with the relationships between those concepts (Novak & Canas, 2008).  Concept maps are a great way for the students to organize their thoughts, and to outline the information that the students understand.     
     Technology can easily be used in this strategy.  A teacher can use online concept mapping software, or use a word processor to make their own for the students to fill out.  A teacher can also use social bookmarking to help them gather the resources that they want to present to the class.  If a teacher is able to have Ipads or another kind of tablet for their students, they are able to make download an app to make their own concept maps.  
     The second strategy is summarizing and note taking.  Summarizing and note taking mostly focuses on enhancing a students’ ability to synthesis the information that is being presented to them and distill it into some kind of new form (Pitler, Hubbell, & Kuhn, 2012). When a student is taking notes, they are creating episodic memories, along with a visual aid that can help them retrieve that information later.  Note taking can be hard for some students to do, therefore a teacher can make pre made notes for the students to follow along with, or they can provide a template that will help the students create notes.
     Technology can be easily used for this strategy.  A teacher can make a power point presentation of their notes for the student to view.  They can also make a template for the notes on a word processor.  A teacher can also use Evernote to keep track of their notes in, or if the students have access to a computer, they can type their notes into Evernote and retrieve them at a later time.    
     The last strategy is virtual field trips.  Virtual field trips allow the students the opportunity to compare information with other sources, opportunities to witness history, and opportunities to engage the students in critical thinking (Laureate Education, Inc., 2011b).  These field trips also allow the students to visit places that they wouldn’t be able to go and gives them a chance to witness new and interesting things.  These field trips have the ability to create positive experiences for the students, which can help them retrieve what they learned when it is needed.  Through virtual field trips, a student doesn’t have to depend on just a picture in a      textbook, they will actually be able toe see the place or the event that they are learning about.   Virtual field trips already have technology incorporated into them. A teacher uses a computer and the Internet to take the students on a field trip to learn about new and exciting things.  
      In conclusion, the cognitive learning theory will continue to have a place in our classrooms.  This theory helps teachers learn how their process information, and how it is stored in the brain.  It is up to us teachers, to come up with ways that will help our students become engaged in their learning, so they will be able to find that information meaningful and store it in their long term memory.   

     Here are some links for more information on the cognitive learning theory:

     http://www.simplypsychology.org/piaget.html
     http://explorable.com/cognitive-learning-theory
     http://peoplelearn.homestead.com/BEduc/Chapter_5.pdf

References:

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Novak, J., & Canas, A.  (2008).  The Theory Underlying Concept Maps and How to Construct and Use Them.  Retrieved from: http://cmap.ihmc.us/publications/researchpapers/theorycmaps/theoryunderlyingconceptmaps.htm
 
Pitler, H.  Hubbell, E.  & Kuhn, M.  (2012).  Using Technology with Classroom Instruction that Works.  Alexandria, VA: ASCD

Behaviorism in the Classroom

     Behaviorism is still very much a part of today’s classroom.  It is what helps the teachers be able to manage their classrooms efficiently, and focus on preparing lessons that will engage their students.  When an educator is teaching, I feel that it is important for them to reinforce the students effort and to provide  recognition to the students that have been working hard.  
     When a teacher is making an effort to reinforce, it will enhance the students’ understanding of the relationship between achievement and effort by addressing their beliefs and attitudes about learning (Pitler, Hubbell, & Kuhn, 2012).   When the teacher is making a point to reinforce what student is doing, they will be able to then help the students recognize that they can achieve good grades and be successful with their learning.  As the students are learning to achieve things within their education, they begin to have a belief in themselves, that they can do really great things, which then help the students actual performance in school.  In order for the students to be more successful, they will need to put forth a strong effort in their studies.  
     Technology has the ability to help the students and the teacher keep track of the students achievements and efforts.  The teacher and students can use spreadsheets, graphs and charts to keep track of how they are doing.  A teacher can also design a personalized certificate to hand out to the students.  By handing out personalized certificates to celebrate the a students’ high quality work is a way to make that student feel appreciated, and can help motivate them to further their success (Pitler, Hubbell, & Kuhn, 2012). 
     Another way that behaviorism is alive in the classroom is through assigning students homework and providing them with chances to practice what they have learned.  Frequent practice in varied contexts is necessary in order for learning to take places and to have students learn the skills that are needed (Smith, 1999).  It is important for a teacher to ensure that the homework that the are handing out is relevant to what the students are learning in the classroom, along with making sure the amount of homework is appropriate.  The homework has the ability to help the students to deepen their understanding of the content and will also help them to extend their learning beyond the walls of the classroom (Pitler, Hubbell, & Kuhn, 2012).  
     Technology can also be incorporated into the homework assignments.  A teacher can assign the students to present a powerpoint to the class, or the students will have to work together on a wiki or blog.  Another way that technology can be used in homework is by posting the assignments and lectures on a blog for the students to access.  This will be able to help the students check what assignments they missed or what assignments are due, along with listening to the lecture again if they feel they need to.  
     In conclusion, I think that behaviorism will be around a long time in the classroom.  It is up to us educators to decide how much of it we want in the classroom and how to use in the classroom.  Using behaviorism in the classroom can help us manage our students better, and it can also help us determine what behaviors we want to reinforce in our students.  

      Here are some links to check out for behaviorism in the classroom:

     http://www.slideshare.net/sarahjarem/behaviorism-in-the-classroom
     http://voices.yahoo.com/behaviorism-uses-classroom-3939612.html?cat=4
http://viking.coe.uh.edu/~ichen/ebook/et-it/behavior.htm  (This one has examples of classroom activities) 
     

References:

Pitler, H.  Hubbell, E.  & Kuhn, M.  (2012).  Using Technology with Classroom Instruction that Works.  Alexandria, VA: ASCD

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://infed.org/mobi/the-behaviourist-orientation-to-learning/