Being confident in what you are teaching is very important. If you do not have confidence, then knowledge will be wasted (Laureate Education Inc., 2010a). There are many students and educators that lack confidence in the classroom, and therefore they are not willing to try new things, like using technology in the classroom. I am fairly confident using technology in the classroom, especially since I use it all of the time in my personal life. I know that there is always room for improvement, and I know that there are areas, where I lack confidence.
This week I will be developing a GAME plan to help me strengthen two indicators that are within the National Society for Technology in Eduction. where the national standards are for teachers. GAME is a series of steps, that educators and students can use to become more self directed with their learning, while using technology in the classroom. The steps to GAME are setting goals, taking actions, monitoring your goal and evaluating how you accomplished that goal (Laureate Eduction Inc., 2010b).
As an educator, I know how important it is to facilitate an authentic technology rich learning environment, that will help the students to become self directed learners, who are able to be creative in the classroom, along with learning critical thinking skills. I will be able to provide the students with that kind of learning experience, by applying behaviors and modeling those behaviors that the International Society for Technology in Education Standards for Teachers have set forth. I have chosen tow of those standards, that I believe will help me be able to strengthen my confidence in the classroom while using technology.
The first standard that I will address is 4.A, 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.
Goal: It is my goal to ensure that the students are safe on the internet, while learning how to properly site the information that they are using. I want to learn more about to teach the students to be safe on the internet, and to be able to teach them how to properly site information.
Action: In order to achieve this goal, I need to research ways to teach students how to be safe on the Internet. A good place to start is Edutopia, as I have found an article that has some great information in it on how to teach the students to be safe. The next action step that I will need to take is to decide if I want to teach the students MLA or APA style of citation.
Monitor: As I gain more knowledge about how to teach the students to be safe on the internet, I anticipate that I will be able to reach the students and give them the skills that they need to navigate the internet safely. Once I have gained that confidence, I will be able to help the students learn how important it is to cite the source of their information. I will be able to monitor my progress by how the students are reacting to the lessons on safety and citation. The students reaction will help me determine if I need to change my plan.
Evaluate: I plan on evaluating my progress by modeling and applying what I have learned within the classroom. I hope to have a better understanding on how to teach the students to be safe on the Internet and how to cite their sources correctly. I will also evaluate my progress on whether or not the students met their goals. If the goals were not met, then I will be able to determine what I need to do differently to ensure that they meet the goals.
The second standard that I will address is 1.C Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes.
Goal: It is my goal to ensure that the students are able to use collaborative tools within technology. I want to learn more about the different kinds of collaborative tools that are available, so I will be able to help the students figure out what tool would work best for them on their projects.
Action: In order to achieve this goal, I will be doing research on wikis, blogs, and Google docs to determine what collaborative tool would work best in the classroom, for the students to use.
Monitor: As I do the research on the different kinds of collaborative tools, I will begin to gain more confidence on what tool would be the best fit for the classroom. I anticipate that during my research, I will have more questions and wonderings about what I have found. I have done some research and I am leaning more towards using a Wiki in the classroom as a collaborative tool.
Evaluate: I will be able to evaluate my progress by applying wikis in the classroom for the students to use, when they are collaborating on a project together. I will gauge my understanding on wikis by teaching the students about them. As the students and I get more confident using a wiki, I can set up an opportunity for the students to work with others from another school on a project.
In conclusion, I feel that it is very important for teachers to come up with a GAME plan on what they want to the students to learn. The students can even come up with their own GAME plan to help them succeed with their own learning.
References:
International Society for Technology in Education (ISTE). (2014). ISTE Standards for teachers resources. Retrieved from http://www.iste.org/standards/standards-for-teachers
Laureate Education, Inc. (Producer). (2010a). Integrating technology across the content areas: Enriching content area learning experiences with technology, part 1.
[Video webcast]. 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). (2010b/'). Integrating technology across the content areas: Promoting self-directed learning with technology.
[Video webcast]. 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
Tuesday, November 4, 2014
Monday, April 14, 2014
Reflection Time
Reflecting upon ones work and journey can be very rewarding, as you learn new things about yourself and you are able to figure out what works or doesn't work in your life or classroom. Seven weeks ago I had to figure out what my personal theory of learning was, which was very interesting to do, as I have never thought about having a personal theory on learning. I obviously had ideas on how students learned best or what was the best way that I learned. There are different kinds of theories out there on how students learn. A learning theory has the ability to examine what goes on in the students mind when they are learning content (Laureate Education Inc., 2011a).
My own personal theory on how students learn was based on the social learning theory and behaviorism. I still believe in those two learning theories, though I have now incorporated more into my ideas on how students learn best. I now feel that is important to have the cognitive learning theory in the classroom as well. The cognitive learning theory is based on how mostly on how information is processed when a student is learning (Laureate Education Inc., 2011b). It is important to know how student process the information that is being presented to them, as it will help me be able to find ways to ensure that they are understanding the material that is being presented to them.
I also believe that it is important to have constructionism in the classroom. Constructionism is where the students learn best when they are able to build some kind of artifact that they are able to share with those around them (Laureate Education Inc., 2011c). Through this theory the students are more engaged with their learning as they are building something and using their creativity to build with.
With more technology surrounding us, I know that I would like to use it more in the classroom, as it has the chance to be very beneficial to the students. By using technology in the classroom, I will be helping the students achieve the 21st century skills that are needed for them to be able to succeed in all aspects of their life. One adjustment that I would like to make is to have the students use technology more. I will need to adjust lessons so I will be able to include technology in the classroom. By using technology more in the classroom, I will be helping the students to be more focused for a longer period of time, they will be excited to learn and the technology can help students learn at their own pace (Huneycutt, 2013).
Two technological tools that I would like to use with the students are virtual field trips and voicethread. Virtual field trips give the students an opportunity to compare information with other sources, opportunities to witness history, and opportunities to engage the students in critical thinking (Laureate Education Inc., 2011d). Virtual field trips have the opportunity to help enhance the students learning by taking them to places that they couldn't go to otherwise. It will make it more interesting to learn about history, as the students will actually be there in their field trip. It will also help the students become more engaged in their learning as they will be excited to see the places that are featured in the field trip, than learn about them in a text book.
Voice thread is another tool that can help enhance a students learning. Voice thread has the ability to be able to promote a greater digital literacy and more enthusiasm for multimedia creation among the students (EDU Cause, 2009). When the students are enthused about something, they pay more attention to what they are learning and what they are doing, therefore they will be able to retain the information being presented to them. The students themselves can make voice threads and then present them to the class. Voice threads can give the students a chance to record a story to share with the class or with others around the globe. I feel that voice thread will be engaging to the students as they will be actively making something that can be shared with the class. I can even use voice thread to make a presentation for the class to see, like I did on water a couple of weeks ago for this class.
It is very important for educators to make goals for the classroom. The first goal that I would like to have in the classroom, is to have updated computers for every student to use in the classroom. The computers that are in most of the rooms are from the early 2000's and have a lot of problems like freezing all the time or breaking. I think it would benefit the students to have more up to date computers in the classroom, so they will be able to have more ways to integrate technology into their presentation and their own learning. One way that I could achieve this is to help write a grant that would help purchase the computers. Another way is that I could talk to the PTO about having a fund raiser to help purchase the newer computers.
Another goal that I would like to achieve is to have in my instructional practice is to have a classroom blog for the students. I feel this would be extremely beneficial to the students and to the parents. I could list the assignments, what is going on in the class, recordings from class so students can access it if they are sick or need more help understanding the material. I also think that the blog would be a great place for the students to come together to talk about assignments or ask questions about the assignments. The blog would also be great for the parents, as they would always know what we are doing in the classroom, what assignments are due and talk to other parents. The blog would be easy to create and implement, though it would be hard to convince the district on the benefits of having a blog. The district has banned blogs from the classrooms, just like other social media. I would need to put together a presentation and present it to the school board, along with the superintendent. The presentation would explain why blogs are good in the classroom, along with how they can get parents and children more involved in their education.
In conclusion, I really enjoyed this class and have felt that I have learned a lot. I learned about some new technology that I was not aware of. Which can be surprising at times, as I like to think I know a lot about technology as I use it everyday in my own personal way. I enjoyed learning about the different learning theories and how each one can help the students become more engaged with their learning.
References:
EDU Cause. (2009). Seven Things You Should Know About Voicethread. Retrieved from:
http://net.educause.edu/ir/library/pdf/ELI7050.pdf
Huneycutt, T. (2013). Technology in the Classroom: The Benefits of Blended Learning. Retrieved from: http://nms.org/Blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefits-of-blended-learning.aspx
Laureate Education, Inc. (Producer). (2011a). Program three: Instructional theory vs. 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 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). (2011c). 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
Laureate Education, Inc. (Producer). (2011d). 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
My own personal theory on how students learn was based on the social learning theory and behaviorism. I still believe in those two learning theories, though I have now incorporated more into my ideas on how students learn best. I now feel that is important to have the cognitive learning theory in the classroom as well. The cognitive learning theory is based on how mostly on how information is processed when a student is learning (Laureate Education Inc., 2011b). It is important to know how student process the information that is being presented to them, as it will help me be able to find ways to ensure that they are understanding the material that is being presented to them.
I also believe that it is important to have constructionism in the classroom. Constructionism is where the students learn best when they are able to build some kind of artifact that they are able to share with those around them (Laureate Education Inc., 2011c). Through this theory the students are more engaged with their learning as they are building something and using their creativity to build with.
With more technology surrounding us, I know that I would like to use it more in the classroom, as it has the chance to be very beneficial to the students. By using technology in the classroom, I will be helping the students achieve the 21st century skills that are needed for them to be able to succeed in all aspects of their life. One adjustment that I would like to make is to have the students use technology more. I will need to adjust lessons so I will be able to include technology in the classroom. By using technology more in the classroom, I will be helping the students to be more focused for a longer period of time, they will be excited to learn and the technology can help students learn at their own pace (Huneycutt, 2013).
Two technological tools that I would like to use with the students are virtual field trips and voicethread. Virtual field trips give the students an opportunity to compare information with other sources, opportunities to witness history, and opportunities to engage the students in critical thinking (Laureate Education Inc., 2011d). Virtual field trips have the opportunity to help enhance the students learning by taking them to places that they couldn't go to otherwise. It will make it more interesting to learn about history, as the students will actually be there in their field trip. It will also help the students become more engaged in their learning as they will be excited to see the places that are featured in the field trip, than learn about them in a text book.
Voice thread is another tool that can help enhance a students learning. Voice thread has the ability to be able to promote a greater digital literacy and more enthusiasm for multimedia creation among the students (EDU Cause, 2009). When the students are enthused about something, they pay more attention to what they are learning and what they are doing, therefore they will be able to retain the information being presented to them. The students themselves can make voice threads and then present them to the class. Voice threads can give the students a chance to record a story to share with the class or with others around the globe. I feel that voice thread will be engaging to the students as they will be actively making something that can be shared with the class. I can even use voice thread to make a presentation for the class to see, like I did on water a couple of weeks ago for this class.
It is very important for educators to make goals for the classroom. The first goal that I would like to have in the classroom, is to have updated computers for every student to use in the classroom. The computers that are in most of the rooms are from the early 2000's and have a lot of problems like freezing all the time or breaking. I think it would benefit the students to have more up to date computers in the classroom, so they will be able to have more ways to integrate technology into their presentation and their own learning. One way that I could achieve this is to help write a grant that would help purchase the computers. Another way is that I could talk to the PTO about having a fund raiser to help purchase the newer computers.
Another goal that I would like to achieve is to have in my instructional practice is to have a classroom blog for the students. I feel this would be extremely beneficial to the students and to the parents. I could list the assignments, what is going on in the class, recordings from class so students can access it if they are sick or need more help understanding the material. I also think that the blog would be a great place for the students to come together to talk about assignments or ask questions about the assignments. The blog would also be great for the parents, as they would always know what we are doing in the classroom, what assignments are due and talk to other parents. The blog would be easy to create and implement, though it would be hard to convince the district on the benefits of having a blog. The district has banned blogs from the classrooms, just like other social media. I would need to put together a presentation and present it to the school board, along with the superintendent. The presentation would explain why blogs are good in the classroom, along with how they can get parents and children more involved in their education.
In conclusion, I really enjoyed this class and have felt that I have learned a lot. I learned about some new technology that I was not aware of. Which can be surprising at times, as I like to think I know a lot about technology as I use it everyday in my own personal way. I enjoyed learning about the different learning theories and how each one can help the students become more engaged with their learning.
References:
EDU Cause. (2009). Seven Things You Should Know About Voicethread. Retrieved from:
http://net.educause.edu/ir/library/pdf/ELI7050.pdf
Huneycutt, T. (2013). Technology in the Classroom: The Benefits of Blended Learning. Retrieved from: http://nms.org/Blog/TabId/58/PostId/188/technology-in-the-classroom-the-benefits-of-blended-learning.aspx
Laureate Education, Inc. (Producer). (2011a). Program three: Instructional theory vs. 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 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). (2011c). 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
Laureate Education, Inc. (Producer). (2011d). 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
Monday, March 31, 2014
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
Tuesday, March 25, 2014
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:
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/
Tuesday, March 18, 2014
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
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
Tuesday, March 11, 2014
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/
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/
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