http://voicethread.com/share/571379/
Wednesday, July 29, 2009
Thursday, July 23, 2009
Constructivism/ Constructionism Projects
Powerpoint is a great tool for the Constructivism/ Constructionism theories to be applied. It is one of my favorite programs to use with my students for assessments. I think any technology that the students create a product with applies to this theory. I also like to use podcasting with iMovie and garageband with my students. You can do so much more media wise with these. What are some other technologies you use in your class that can apply to this theory?
Constructivism/ Constructionism
The constructivist constructionist learning theory is centered around a basic principle that learners construct their own knowledge actively. It is believed that people learn best doing hands on activities, by making something. Through that creating, the learner makes his or her own experience. There are several ways for the learner to be successful in the constructivist constructionist learning: active learning, solving authentic problems, collaboration with others, discovery and inquiry, viewing many perspectives to the same issue, and ownership.
The instructional strategies presented in this week’s learning theories involve generating and testing hypotheses. The tasks that are presented in the book correlate to constructionist constructivist learning theory because they actively involve the learner in creation of something to help them learn.
In the systems analysis task, students are involved in discovery and inquiry where they predict what would happen if a situation changes. Using research, background knowledge, and any other resources they may have available to them, the students would be creating their own knowledge and guessing what an outcome would be. The teacher could then confirm their guesses. Problem solving is similar to this in that the students examine different outcomes to an issue.
In historical investigation, the students are involved again in problem solving, discovery and inquiry as they try to come up with a solution to a problem that has not yet been solved.
When students setup an experiment to test their hypothesis in an experimental inquiry task, they are actively engaged in carrying out the experiment. Making and doing an experiment is especially what this theory is about as it involved creating something to learn.
Finally, with decision making, the students are involved in viewing many different perspectives before they come to a conclusion about an issue.
Throughout all of these tasks in the generating and testing hypotheses strategy, the students are learning through making something. They are collaborating with others and sharing ideas, they are taking ownership of their learning. It is truly a constructivist constructionist theory.
The instructional strategies presented in this week’s learning theories involve generating and testing hypotheses. The tasks that are presented in the book correlate to constructionist constructivist learning theory because they actively involve the learner in creation of something to help them learn.
In the systems analysis task, students are involved in discovery and inquiry where they predict what would happen if a situation changes. Using research, background knowledge, and any other resources they may have available to them, the students would be creating their own knowledge and guessing what an outcome would be. The teacher could then confirm their guesses. Problem solving is similar to this in that the students examine different outcomes to an issue.
In historical investigation, the students are involved again in problem solving, discovery and inquiry as they try to come up with a solution to a problem that has not yet been solved.
When students setup an experiment to test their hypothesis in an experimental inquiry task, they are actively engaged in carrying out the experiment. Making and doing an experiment is especially what this theory is about as it involved creating something to learn.
Finally, with decision making, the students are involved in viewing many different perspectives before they come to a conclusion about an issue.
Throughout all of these tasks in the generating and testing hypotheses strategy, the students are learning through making something. They are collaborating with others and sharing ideas, they are taking ownership of their learning. It is truly a constructivist constructionist theory.
Sunday, July 19, 2009
Cognitive Learning
Cognitive learning theory assumes that learning proceeds as learners transform short term knowledge to long term knowledge. Prior knowledge is a very important determinant in what students learn in this theory. Students who have more initial knowledge and more prior knowledge learn new information much better. The instructional strategies described in this week’s learning resources are perfect to satisfy this theory.
It is important that cues are used by the teacher to help the learners activate prior knowledge about the topic at hand. Cues are one of the first steps in the cognitive learning theory process. Questions work in the same way. The teacher may ask a question to activate prior knowledge before introducing new material, or they may ask questions after introducing something to try to help the student remember previous lessons that they can connect the new knowledge to. The more connections the students make, the better it will be for their learning. Advance organizers give students a visual representation of the connections they are making from prior knowledge to new knowledge to the topic at hand.
Using technology to accomplish these strategies makes the process less tedious, and more interactive for the learner. Sometimes, with the use of technology to learn new information, the learner becomes immersed in the topic. (As they would in a virtual field trip.)
Summarizing is another important means of effectively carrying out cognitive learning theory. It would be impossible for students to remember and make a connection to every thing they hear, read, and see in textbooks and in the classroom. However, summarizing is an effective means of stripping away “extra” information and really focusing on what is important. The word processing markup method is another wonderful way for students to literally see what they need and do not need when taking notes.
REFERENCES
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
It is important that cues are used by the teacher to help the learners activate prior knowledge about the topic at hand. Cues are one of the first steps in the cognitive learning theory process. Questions work in the same way. The teacher may ask a question to activate prior knowledge before introducing new material, or they may ask questions after introducing something to try to help the student remember previous lessons that they can connect the new knowledge to. The more connections the students make, the better it will be for their learning. Advance organizers give students a visual representation of the connections they are making from prior knowledge to new knowledge to the topic at hand.
Using technology to accomplish these strategies makes the process less tedious, and more interactive for the learner. Sometimes, with the use of technology to learn new information, the learner becomes immersed in the topic. (As they would in a virtual field trip.)
Summarizing is another important means of effectively carrying out cognitive learning theory. It would be impossible for students to remember and make a connection to every thing they hear, read, and see in textbooks and in the classroom. However, summarizing is an effective means of stripping away “extra” information and really focusing on what is important. The word processing markup method is another wonderful way for students to literally see what they need and do not need when taking notes.
REFERENCES
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 8, 2009
Behaviorist Learning Theory
The instructional strategies in the learning resources correlate with Behaviorist Learning Theory. In this week’s learning resources, two different strategies were presented: reinforcing effort and homework and practice.
The concept of reinforcing effort is straight from behaviorist learning theory. The theory is built on the two concepts of reinforcement and punishment. Reinforcing effort highlights the part of the operant conditioning idea. When a positive behavior is shown by a student, behavior theory says the teacher should reinforce it. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, Hubbell, Kuhn, & Malinoski, 2007, p.156). When a student keeps track of their effort in a chart like the one shown in Figure 8.1 (Pitler, Hubbell, Kuhn, & Malinoski, 2007, p.157), and the teacher gives immediate feedback, the student’s positive effort is immediately reinforced, therefore encouraging the student to continue the positive behavior. A positive, encouraging response from the teacher is the desired response to motivate the student to continue the positive effort.
Homework and practice are designed to give the student a review of a concept taught in school as well as help the students expand their skill level. When a student completes their homework, and is given immediate and constructive feedback on it, they are very likely to complete it again.
REFERENCES
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/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The concept of reinforcing effort is straight from behaviorist learning theory. The theory is built on the two concepts of reinforcement and punishment. Reinforcing effort highlights the part of the operant conditioning idea. When a positive behavior is shown by a student, behavior theory says the teacher should reinforce it. “Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback” (Pitler, Hubbell, Kuhn, & Malinoski, 2007, p.156). When a student keeps track of their effort in a chart like the one shown in Figure 8.1 (Pitler, Hubbell, Kuhn, & Malinoski, 2007, p.157), and the teacher gives immediate feedback, the student’s positive effort is immediately reinforced, therefore encouraging the student to continue the positive behavior. A positive, encouraging response from the teacher is the desired response to motivate the student to continue the positive effort.
Homework and practice are designed to give the student a review of a concept taught in school as well as help the students expand their skill level. When a student completes their homework, and is given immediate and constructive feedback on it, they are very likely to complete it again.
REFERENCES
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/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Friday, April 24, 2009
Reflection: 6701
This course has helped me develop my technology skills because it allowed me to experiment with new computer programs that I had not used in the past, or knew very little about. Though I had experimented with podcasts in the past, I did not know anything about Audacity, and using it in this class has given me better ideas to developing podcast assignments. I have also learned how to update and manage blogs and wikis. I have so many ideas for implementing either a blog or wiki within my department or in my classroom.
This course has opened my eyes even more to the importance of making my classroom a student/ learner-centered classroom. Because students have access to information in so many ways other than their textbooks, they may come in with knowledge prior to it being brought up in the curriculum, or they may go online to research a topic and find information that causes them to question what they have heard in school. As educators, we have to be prepared with not just the knowledge that backs our curriculum, but we need to know how to adapt to our 21st century learners. Moreover, we need to address 21st century skills in our classrooms. Our students should not JUST be learning about our content, but also real-world skills. How many of us teach how to determine what information on the internet is valid and what is not? How many teachers encourage students to check the information they find against more than one source? Who encourages collaboration in their classroom? It’s imperative that teachers move from a teacher-centered class to establish and teach these important 21st century skills that students will need when they are out of school.
I can continue to expand my knowledge of incorporating technology in several ways. One of these is to continue with this masters’ program. Just two classes have sparked so many new ideas in my head for future performance-based assessments, activities, and homework for my class. I would like to create a department wiki for the world language department in my district, so that the teachers can collaborate and share materials and ideas for different units. I know this may take a while, but I hope to develop this over the next school year and train my colleagues to contribute to it. I foresee some challenges with this because I know many people in my department are resistant to technology despite repeated attempts to use it. I plan to utilize a department meeting or two to spearhead this project.
I would also like to attend professional development days that center around incorporating technology in my field.
Finally, I plan to utilize blogging in my classroom. I think I can use a class blog to create a study guide. One of my colleagues assigns a student each day to do a class report the next day that summarizes the day’s class, but I could assign someone to post to the blog notes from the day or answers to handouts, so that by the end of the unit, the students can have a study guide.
My answers have changed from the start of the course on the survey. I am starting to collaborate more with my students on technology where before I did not at all. It turns out that many of them are very helpful with troubleshooting and have great ideas for ways to incorporate technology in the class. I have also reached out to other teachers in my district to try to learn more about using technology in the classroom. I feel I have certainly grown throughout the course.
This course has opened my eyes even more to the importance of making my classroom a student/ learner-centered classroom. Because students have access to information in so many ways other than their textbooks, they may come in with knowledge prior to it being brought up in the curriculum, or they may go online to research a topic and find information that causes them to question what they have heard in school. As educators, we have to be prepared with not just the knowledge that backs our curriculum, but we need to know how to adapt to our 21st century learners. Moreover, we need to address 21st century skills in our classrooms. Our students should not JUST be learning about our content, but also real-world skills. How many of us teach how to determine what information on the internet is valid and what is not? How many teachers encourage students to check the information they find against more than one source? Who encourages collaboration in their classroom? It’s imperative that teachers move from a teacher-centered class to establish and teach these important 21st century skills that students will need when they are out of school.
I can continue to expand my knowledge of incorporating technology in several ways. One of these is to continue with this masters’ program. Just two classes have sparked so many new ideas in my head for future performance-based assessments, activities, and homework for my class. I would like to create a department wiki for the world language department in my district, so that the teachers can collaborate and share materials and ideas for different units. I know this may take a while, but I hope to develop this over the next school year and train my colleagues to contribute to it. I foresee some challenges with this because I know many people in my department are resistant to technology despite repeated attempts to use it. I plan to utilize a department meeting or two to spearhead this project.
I would also like to attend professional development days that center around incorporating technology in my field.
Finally, I plan to utilize blogging in my classroom. I think I can use a class blog to create a study guide. One of my colleagues assigns a student each day to do a class report the next day that summarizes the day’s class, but I could assign someone to post to the blog notes from the day or answers to handouts, so that by the end of the unit, the students can have a study guide.
My answers have changed from the start of the course on the survey. I am starting to collaborate more with my students on technology where before I did not at all. It turns out that many of them are very helpful with troubleshooting and have great ideas for ways to incorporate technology in the class. I have also reached out to other teachers in my district to try to learn more about using technology in the classroom. I feel I have certainly grown throughout the course.
Monday, April 6, 2009
Subscribe to:
Posts (Atom)
Posts
