In Dr. Orey’s online book, “Emerging Perspectives on Learning, Teaching, and Technology,” he describes constructivist/constructionist learning theories as knowledge that is not simply transmitted from teacher to student, but actively constructed in the mind of the learner (Orey, 2001). Constructionism emphasizes the importance of learners being engaged in building some type of artifact to share with peers. For a classroom to support constructionism, the teacher needs to foster a learner-oriented learning environment. In other words, the teacher needs to provide opportunities for learners to be active participants in the learning process.
One of the strategies discussed this week was using spreadsheet software to support learning. An example was given regarding second graders exploring their weights on different planets. In the lesson, the teacher wanted to focus on the differences of the gravitational pull on planets rather than the calculation of the weights. By using Excel, the students were able to enter their own information into a spreadsheet, which was set up to calculate their individual weights on the planets. This engaged the students by providing a genuine lesson that encouraged student inquiry. Additionally, the students were able to construct a bar graph that aided in comparing data. Not to mention, they were comparing data that was of personal interest to them.
Another resource referenced this week was Kidspiration and Inspiration. Kidspiration is a kid-friendly program that is appropriate for primary grades. It offers organizers to help students organize their thinking. This program lends itself to creativity and student independence. Additionally, it supports the concept of “learning by design.” With set expectations, students can use this program to organize or explain their understanding of a concept while taking ownership to their work. Thus, the teacher acts as a facilitator to foster student inquiry, while students display their understanding via a graphic organizer. Kidspiration also correlates to constructionism because students construct or build something to present to their peers. I envision young students working together with this tool. Therefore, it would also foster learner collaboration and discussion.
Overall, students in classrooms driven by constructionist/constructivist learning theories should play a part in creating ideas in classroom lessons. Technology provides several tools for students to represent their understanding and learning. Additionally, when supporting constructionist/constructivist learning theories, it is essential for students to investigate, create, and solve problems to maximize learning.
Resource:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Wednesday, May 25, 2011
Wednesday, May 18, 2011
Cognitive Learning Theories
When considering cognitive learning theories, instructional practices play an important role. As an educator, it is essential to provide opportunities to engage critical thinking. When it comes to students learning, it is essential to consider how students are learning new material. More importantly, it is crucial to question how much learning is taking place during a lesson.
As I read about advanced organizers in this week’s resource, “Using Technology with Classroom Instruction that Works”, I considered my guided reading lessons. So often, I use a graphic organizer as a way to demonstrate comprehension after the students have read their assignments. According to the text, advance organizers are to be used before a learning activity as a way to help students make sense of the content, which they are about to encounter. I like the idea of students having a specific purpose for the lesson. I can think of a guided reading book some of my students read entitled, “Pinky and Rex.” The characters and the plot were constantly confusing them. I ended up creating an organizer to display to help my students better grasp the characters and follow the plot more easily. With each guided reading lesson, we would return to the organizer to organize our thinking before reading the next chapter.
Another instructional practice that correlates with cognitive learning is summarizing. With this practice students are synthesizing information and putting it into their own words. This is a skill that is difficult for my second graders. They are able to retell information, but summarizing doesn’t come as easily. I like how technology can support collaborative summarizing experiences. I like the example of using Microsoft Word with my students to highlight key information. By using my Smart Board, I could provide my students with a visual, while engaging students in the process of summarizing.
One final instructional practice that supports cognitive learning theories is note taking. I like the idea of using a tool such as “Inspiration” to outline key ideas. My students are too young for taking notes, but ideas organized using graphics and text is a great place to start. I could even see myself creating a whole class template to review a concept. Over time, I could hold the students accountable by setting up a template that is partially completed. They could then extend their learning by completing the missing parts. I think programs such as “Inspiration” offer students opportunities to elaborate, which is considered a primary mechanism for learning.
After reading through the resources this week, I feel I do use some of the instructional practices. However, I now have a new outlook on how to implement them into my lessons based on cognitive learning theories.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
As I read about advanced organizers in this week’s resource, “Using Technology with Classroom Instruction that Works”, I considered my guided reading lessons. So often, I use a graphic organizer as a way to demonstrate comprehension after the students have read their assignments. According to the text, advance organizers are to be used before a learning activity as a way to help students make sense of the content, which they are about to encounter. I like the idea of students having a specific purpose for the lesson. I can think of a guided reading book some of my students read entitled, “Pinky and Rex.” The characters and the plot were constantly confusing them. I ended up creating an organizer to display to help my students better grasp the characters and follow the plot more easily. With each guided reading lesson, we would return to the organizer to organize our thinking before reading the next chapter.
Another instructional practice that correlates with cognitive learning is summarizing. With this practice students are synthesizing information and putting it into their own words. This is a skill that is difficult for my second graders. They are able to retell information, but summarizing doesn’t come as easily. I like how technology can support collaborative summarizing experiences. I like the example of using Microsoft Word with my students to highlight key information. By using my Smart Board, I could provide my students with a visual, while engaging students in the process of summarizing.
One final instructional practice that supports cognitive learning theories is note taking. I like the idea of using a tool such as “Inspiration” to outline key ideas. My students are too young for taking notes, but ideas organized using graphics and text is a great place to start. I could even see myself creating a whole class template to review a concept. Over time, I could hold the students accountable by setting up a template that is partially completed. They could then extend their learning by completing the missing parts. I think programs such as “Inspiration” offer students opportunities to elaborate, which is considered a primary mechanism for learning.
After reading through the resources this week, I feel I do use some of the instructional practices. However, I now have a new outlook on how to implement them into my lessons based on cognitive learning theories.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Friday, May 13, 2011
Behaviorist Learning
Behaviorism is a common practice found in many classrooms today. As Dr. Orey mentions, teachers have various means of managing behaviors in their classrooms. (Laureate Education, Inc., 2010) When considering appropriate behaviors, positive reinforcement is essential. When faced with students who struggle with motivation or lack effort, Pitter, Hubbell, Kuhn, and Malenski (2007) suggest students track their effort and achievement through spreadsheet software. Such a method offers students immediate feedback. Students will be able to monitor their performance based on their actions. Thus, students who complete their work in a timely-manner will see a positive result to their spreadsheet scores. As a result, the integration of technology will encourage student’s efforts with their tasks. This concept demonstrates how students respond to positive reinforcement.
Another area of technology that correlates with behaviorism is through online tutorials or programmed instruction. As Dr. Orey explains, tutorials are often used for remediation with students and can result in a negative response (2010). Therefore, there seems to be a fine line with using tools, such as online tutorials. They should be used in moderation to avoid hindering a student’s passion for learning.
Similar to programmed instruction, which Orey discusses, Lever-Duffy and McDonald (2008) describe computer-based instruction (CAI) as once text-based, drill–and- practice software. With recent technological advances and increased digital native learners, CAI has become more visually stimulating and interactive. There are now more educational games and online references, which serve as resources rather than just tools for remediation. Such programs often support the operant conditioning model. Correct answers during a trivia game may be followed by a friendly and humorous animation.(Example of an interactive resource: Spelling City) As a result, the learner is stimulated to proceed on to the next question.
It is evident that several instructional practices do correlate with the behaviorist learning theory. Reinforcement is a very powerful tool. Additionally, technology plays a large role in behaviorism and should be considered when addressing the various needs and behaviors of learners.
References
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Another area of technology that correlates with behaviorism is through online tutorials or programmed instruction. As Dr. Orey explains, tutorials are often used for remediation with students and can result in a negative response (2010). Therefore, there seems to be a fine line with using tools, such as online tutorials. They should be used in moderation to avoid hindering a student’s passion for learning.
Similar to programmed instruction, which Orey discusses, Lever-Duffy and McDonald (2008) describe computer-based instruction (CAI) as once text-based, drill–and- practice software. With recent technological advances and increased digital native learners, CAI has become more visually stimulating and interactive. There are now more educational games and online references, which serve as resources rather than just tools for remediation. Such programs often support the operant conditioning model. Correct answers during a trivia game may be followed by a friendly and humorous animation.(Example of an interactive resource: Spelling City) As a result, the learner is stimulated to proceed on to the next question.
It is evident that several instructional practices do correlate with the behaviorist learning theory. Reinforcement is a very powerful tool. Additionally, technology plays a large role in behaviorism and should be considered when addressing the various needs and behaviors of learners.
References
Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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