Cooperative learning groups is an easy way to describe the social learning theory. I have found that when students work in groups they really do learn more than I anticipate. I will admit that at first when group work is assigned their needs to be A LOT of structure. Students can get off task and off topic very easily. They need to learn that when they are working in groups there actually needs to be work going on! This can be a difficult task at times. If the information they are learning about does not interest them, then it makes it even more difficult to keep focus. This is where I believe technology comes in! If the integration of technology can keep students engaged and on topic then why would teachers not want to use it?! Bringing in multimedia projects and ideas like Webquests can really spice up a lesson. They encourage students to "focus on using information rather than looking for it.."(Pitler, et al. p. 146). It is so important that students see what they are learning in action and understand why it is they are learning about it. I have used Microsoft Publisher in my classes and the students love that chance to use their creativity to make something! It is so easy for them to follow and a great opportunity for group work as well.
Other ideas for students to use that go along with connectivisim are the social networking sites and web pages. Things like Skype give everyone a chance to connect to people around the world. It is a chance to collaborate and communicate with one another in a quick, easy way. Of course, this cannot be done with all age groups so I would say that the age level of students would need to be looked at before using the program. It would be great to use it in the classroom and we are trying this out during the school year to see how it works! I hope that it is effective in collaborating with other teachers and students across our district.
Overall, students NEED to socialize throughout the school day. When teachers use group work in the classroom it gives them a chance to communicate with their peers and share what they know. Yes, if they are off topic they need a teacher (the facilitator) to help get them back on track, but keeping them engaged with fun lessons and group assignments will hopefully hold their interest!
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 28, 2010
Wednesday, July 21, 2010
Constructivism in Practice
After reading and listening to this week’s resources I found myself drawn to a lot of the information because it really related to my content area, Science. When I see the word “hypotheses” I automatically think of it as a Science term. However, students are making hypotheses daily, no matter what content area they are in and they are drawing conclusions based on their ideas/opinions. Regardless of the subject matter, “when students generate and test hypotheses, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the concept,” (Pitler et al., 2007, p. 202). The goal is that students are actively involved in their learning and what better way to do that then to get them thinking and hypothesizing! Data collection goes along hand in hand with the idea of hypothesizing because they need to be able to draw conclusions and to do that they have to have evidence. Data collection tools and spreadsheet software mentioned in this week’s resources are great tools to help students get involved in the learning process. I use data collections frequently in my classroom and as we continue to get more and more technology available to us the more I can have the students use it. We have several computers for student use and I can begin to incorporate the digital spreadsheets like Excel into my class. A lot of my students use the Excel program when they are working on their science fair projects. Those projects are student centered and they are in charge of what they are actually learning from the project. If they do not gather the data, make a hypothesis, record their data, draw and analyze what they discovered then the entire science fair project is a failure. They are responsible for being an active learner.
Students are very capable of using technology in their every day life so incorporating it into the classroom will get students engaged in what they are learning about. Since the main focus of the constructionist learning theory is getting the students involved in their learning and “constructing things”. In “Using Technology with Classroom Instruction that Works” the use of data collection tools seem to be very resourceful for students and teachers. “Using data collection tools enables students to see the bigger picture and recognize patterns,” (p. 210.) Again, since I teach science I use data collection often and I can really see students making connections when we are working on an activity and then they can compare the data they collected with other students. They can see that things do not just happen for a reason, that there is logic behind it, and they do see the “bigger picture”.
Another program that is mentioned in the text is, Smog City. This website is a great tool for students when teaching about the effects of pollution and how it effects our environment. Students actually “construct” the “parameters” for the city and can see what the results of their actions are. It is a quick and simple tool for them to play around with all while learning. They are getting involved in what they learning about because they get to decide what happens with this fun and creative website.
If I want to continue to promote a positive and fun learning environment for my students I have to make sure that I am keeping them engaged. I can do this by bringing technology into the classroom like the data processing programs and website mentioned in our resources this week. When students can see the importance of what they are learning and they can get more involved then they will want to succeed!
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.Retrieved July 19, 2010 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.
Students are very capable of using technology in their every day life so incorporating it into the classroom will get students engaged in what they are learning about. Since the main focus of the constructionist learning theory is getting the students involved in their learning and “constructing things”. In “Using Technology with Classroom Instruction that Works” the use of data collection tools seem to be very resourceful for students and teachers. “Using data collection tools enables students to see the bigger picture and recognize patterns,” (p. 210.) Again, since I teach science I use data collection often and I can really see students making connections when we are working on an activity and then they can compare the data they collected with other students. They can see that things do not just happen for a reason, that there is logic behind it, and they do see the “bigger picture”.
Another program that is mentioned in the text is, Smog City. This website is a great tool for students when teaching about the effects of pollution and how it effects our environment. Students actually “construct” the “parameters” for the city and can see what the results of their actions are. It is a quick and simple tool for them to play around with all while learning. They are getting involved in what they learning about because they get to decide what happens with this fun and creative website.
If I want to continue to promote a positive and fun learning environment for my students I have to make sure that I am keeping them engaged. I can do this by bringing technology into the classroom like the data processing programs and website mentioned in our resources this week. When students can see the importance of what they are learning and they can get more involved then they will want to succeed!
Resources:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.Retrieved July 19, 2010 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.
Wednesday, July 14, 2010
Cognitivism in Practice
The cognitive learning theory focuses a lot on information processing that takes place in the brain. Dr. Michael Orey discusses how there are the three stages of processing which starts with receiving the information, then transferring to short term memory and eventually falling into the long-term memory. As a teacher, finding the best ways to present the information is going to benefit the students in the long run. While reading through this week’s resources about “cues, questions, and advanced organizers” I realized that there are better ways for me to approach teaching a new topic to my students. It is important for me to focus on what ways I can help my students better process information. For example, the advanced organizers like “Kidspiration” and “Inspiration”, mentioned in “Using Technology with Classroom Instruction that Works” (2007) can be used to introduce topics, brainstorm ideas and organize their thoughts. These kinds of programs offer students the chance to “focus on the essential concepts and themes that will prepare them to learn” (p. 76). They give all the main ideas and topics that will be covered in a short, easy to read and follow map. Using the graphic organizer digitally “allows learners to add and organized information as it is being introduced” (p.79). I like this idea because it gives them the chance to put ideas together and see how what they are learning about is all connected. The graphic organizer also serves as a visual aid for students to have in front of them instead of just hearing what is being taught, which a main focus of cognitive learning is verbal and visual learning.
When dealing with “note-taking” and “summarizing” and the cognitive learning theory it is important to keep what is being taught manageable for the learner. Students cannot process too many ideas at one time, so giving students “teacher-prepared notes” will help keep students on track and more organized with the topic as it is being taught. I often use PowerPoint when giving notes and I will give students a summary page at the beginning of the unit to go over what will be covered in the notes for the day. I leave space under each headliner where they can fill in information. However, I really like the idea of using “Inspiration” and making a template for each student to use while the notes are taking place. They can follow along while we are discussing and fill in the sections that are relevant to the topic. Incorporating this type of digital note-taking will keep students engaged and in my opinion interested because they will be using computers and graphic organizers in a fun way. They can be creative with their graphic organizer and make things like vocabulary words stand out by adding shapes and figures. The “Inspiration” and “Kidspiration” programs will give students a chance to learn in a creative and functional way.
Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. (Motion Picture)
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When dealing with “note-taking” and “summarizing” and the cognitive learning theory it is important to keep what is being taught manageable for the learner. Students cannot process too many ideas at one time, so giving students “teacher-prepared notes” will help keep students on track and more organized with the topic as it is being taught. I often use PowerPoint when giving notes and I will give students a summary page at the beginning of the unit to go over what will be covered in the notes for the day. I leave space under each headliner where they can fill in information. However, I really like the idea of using “Inspiration” and making a template for each student to use while the notes are taking place. They can follow along while we are discussing and fill in the sections that are relevant to the topic. Incorporating this type of digital note-taking will keep students engaged and in my opinion interested because they will be using computers and graphic organizers in a fun way. They can be creative with their graphic organizer and make things like vocabulary words stand out by adding shapes and figures. The “Inspiration” and “Kidspiration” programs will give students a chance to learn in a creative and functional way.
Laureate Education, Inc. (Producer). (2009). Cognitive Learning Theories. (Motion Picture)
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 7, 2010
Behaviorism and Instructional Technology in the Classroom
Looking through this weeks readings in “Using Technology with Classroom Instruction that Works” and watching Dr. Orey discuss the behaviorist learning theory showed me that a lot of what is done in the classroom on a regular basis relates to the ideas offered in the readings. I teach middle school, therefore, the idea of “drill and practice” is used frequently in all of their classes. We as teachers need to make sure that the students are clear on what is expected of them no matter what kind of activity they are working on. Offering positive feedback to students will encourage them to continue to work hard. This is especially true when dealing with instructional technology like tutorial programs or other computer programs. Often when working with tutorial programs they will be working alone and need to be self-motivated to get the work done. Giving students praise for doing well in class will encourage them to turn in quality work and use their time in class to be successful. It is important that they are learning from the computer programs not just “playing”. Reinforcing topics covered in class through a computer activity is a great way to increase student learning. A great website that is mentioned in the class text is called “Flashcard Exchange” which is a virtual flashcard activity. Students can access this at home and parents can use it to review with them! It could also be used for a homework assignment/study tool since homework is often given as a reinforcement tool. After all Pitler, Hubbell, Kuhn and Malenoski , “homework and practice give students a chance to review and apply what they have learned” (p. 187). I look forward to using this program in my class next school year.
Another program that I mentioned in my discussion this week that I use weekly is “BrainPOP”, which has several activities that students can use and teachers. It has a lot of great instructional tools that can be used in class and it offers interactive activities that can be done with students individually or as a large group. When students are working with programs such as this it is important that teachers are facilitating the learning and making sure that students are exhibiting positive behavior while they are working. If students are watching the video as a whole group it may be a good idea to take the interactive quiz as a whole at the end and allow students to talk amongst each other to come up with the answers. It is an easy way to give a participation grade and those that cannot behave and work cooperatively would have consequences like the behaviorist theory suggests. If they are not demonstrating good behavior then they are not going to be effectively learning or retaining information. It is also a great way to review information covered in class because a lot of the videos cover a unit that is taught over the course of a month or so. They can review what was taught in a short video clip and see how it can be presented to them differently.
My hope is that incorporating interactive and instructional technology will increase student participation in class. The more they want to participate in activities the higher chance they have of retaining information being taught. Giving students the opportunity to explore different websites like, “Kitchen Chemistry” and “Hurricane Strike!” will hopefully peak their interest and make them want to learn more. The “Kitchen Chemistry” gives them a chance to work with virtual experiments as well as teach them about the differences between acids and bases. If they practice with the virtual experiments they can begin to develop an understanding of the difference between an acid and base. The “Hurricane Strike!” website is a tutorial that ultimately leads to students being able to determine the path of a hurricane. They can begin to learn to make predictions about hurricanes and how they travel. These types of websites give the appeal of a “drill and practice” because they can practice determining how a hurricane moves or how acids and bases work and then when they return to the website at a later date they can recall what they did the previous time and base their decisions on that. I think they can be used as a remediation tool as well.
Web resources are a great tool that can be used for practice, remediation and recalling information. They can often be accessed at home and parents can follow what their children are doing with the program. They are a great study tool for students to use as review before a test. Game based programs offer students incentives because after they do the “work” they get to play a game that correlates with the material that is covered. According to Pitler, Hubbell, Kuhn and Malenoski, “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent and teacher to monitor progress toward master” (p. 195).For example, when students are learning how to type they have a program that teaches the skills and then the skills are reinforced with a “game” where they have to get a certain amount of words typed correctly and quickly. It looks just like a game they would play on Playstation or Xbox, so they really seem to enjoy it!
Anytime you can get students to enjoy what they are learning you have successfully taught them something. They remember the activities that catch their interests and relate to them. It is important to bring those types of things into the classroom and these days it seems like interactive technology is the way to go!
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Another program that I mentioned in my discussion this week that I use weekly is “BrainPOP”, which has several activities that students can use and teachers. It has a lot of great instructional tools that can be used in class and it offers interactive activities that can be done with students individually or as a large group. When students are working with programs such as this it is important that teachers are facilitating the learning and making sure that students are exhibiting positive behavior while they are working. If students are watching the video as a whole group it may be a good idea to take the interactive quiz as a whole at the end and allow students to talk amongst each other to come up with the answers. It is an easy way to give a participation grade and those that cannot behave and work cooperatively would have consequences like the behaviorist theory suggests. If they are not demonstrating good behavior then they are not going to be effectively learning or retaining information. It is also a great way to review information covered in class because a lot of the videos cover a unit that is taught over the course of a month or so. They can review what was taught in a short video clip and see how it can be presented to them differently.
My hope is that incorporating interactive and instructional technology will increase student participation in class. The more they want to participate in activities the higher chance they have of retaining information being taught. Giving students the opportunity to explore different websites like, “Kitchen Chemistry” and “Hurricane Strike!” will hopefully peak their interest and make them want to learn more. The “Kitchen Chemistry” gives them a chance to work with virtual experiments as well as teach them about the differences between acids and bases. If they practice with the virtual experiments they can begin to develop an understanding of the difference between an acid and base. The “Hurricane Strike!” website is a tutorial that ultimately leads to students being able to determine the path of a hurricane. They can begin to learn to make predictions about hurricanes and how they travel. These types of websites give the appeal of a “drill and practice” because they can practice determining how a hurricane moves or how acids and bases work and then when they return to the website at a later date they can recall what they did the previous time and base their decisions on that. I think they can be used as a remediation tool as well.
Web resources are a great tool that can be used for practice, remediation and recalling information. They can often be accessed at home and parents can follow what their children are doing with the program. They are a great study tool for students to use as review before a test. Game based programs offer students incentives because after they do the “work” they get to play a game that correlates with the material that is covered. According to Pitler, Hubbell, Kuhn and Malenoski, “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent and teacher to monitor progress toward master” (p. 195).For example, when students are learning how to type they have a program that teaches the skills and then the skills are reinforced with a “game” where they have to get a certain amount of words typed correctly and quickly. It looks just like a game they would play on Playstation or Xbox, so they really seem to enjoy it!
Anytime you can get students to enjoy what they are learning you have successfully taught them something. They remember the activities that catch their interests and relate to them. It is important to bring those types of things into the classroom and these days it seems like interactive technology is the way to go!
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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