Problem-based, project-based, or inquiry-based instruction is my strategy of choice in my classroom. Not only are students more engaged within a genuinely authentic learning experience, but they are given experiences that are very learner-centered instead of teacher-centered lectures. There is something very rewarding as a teacher in watching students interact with the content and each other to come to a cohesive endpoint. This type of approach, which demonstrates the constructionist theology, is sometimes intimidating to teachers because it involves allowing students to evolve their own learning within a semi-structured activity. It causes the teacher to become a facilitator or motivator, while the student is given the responsibility of planning, creating, and processing information in an individualistic way (Orey, 2001). Some teachers need absolute control over the progress of each student, especially in the age of mandated standardized testing. While it seems like it takes some control from a teacher, an effective classroom manager can monitor collaboration and progress within a subtly structured setting.
I believe that this type of approach within the classroom improves student achievement for a few reasons. First of all, students are able to take greater ownership for their learning. Too often, I see students just going through to motions of the daily grind to satisfy the expectations of the teacher. In this way, the students are merely working for the adult, not themselves. The constructionist approach, if it includes a bit of flexibility to interpretation or option to add unique and creative touches, puts students in the driver seat to explore and interpret curriculum concepts from their own perspective. Second, it is a great motivator. Worksheets are boring and lack the pizzazz that accompanies projects or inquiry lessons. I’ve said it many times – teaching isn’t about just educating youth anymore, but about educating and entertaining them to keep a focus on learning. This sentiment, instead of breeding contempt and complaints, should be thought of as a challenge that allows creativity on the part of the teacher. Third, experimentation and exploration leads to reflection and further development of ideas. Because of time restraints, we don’t always give adequate time to students to reflect and assimilate/accommodate information into new schema (Laureate Education Inc, 2009). Within project, problem, or inquiry-based instruction, this reflection is built in to the activity so that each student can take time to understand and ask relevant questions to those students he or she is collaborating with or an adult.
The resources from this week offered many mediums to create this type of lesson. In all suggested technologies, the student engages in a firsthand experience during which they create or build something to share with others. Simple PowerPoint (or similar programs) projects as shown in the video series (Laureate Education Inc, 2009) engage the student in a meaningful activity in which they create an artifact to revisit. This artifact, though given certain parameters of expectation via a rubric, displays a student’s unique conceptual understanding of material. For presentation purposes, a PowerPoint presentation to accompany a speech could increase the span of information presented and encourage creative presentations for an actively listening and watching audience. I loved the book report idea shown on the video as each student creates an individual project with creative interpretations of self-chosen novels. As the students said, it was difficult and frustrating at times, but the reward of a finished artifact strengthened their understanding and motivated them to continue. I previewed several of the websites mentioned in the book (Pitler, Hubbell, Kuhn, & Malenoski, 2007) as each allowed students to experience the concept and explore for deeper understanding. I particularly enjoyed the NASA SCIence Files Problem Board and ExploreLearning websites as they were uniquely interactive and problem-based. Finally, the spreadsheet ideas were interesting to me, but seem to be a bit out of the grasp of my fifth graders. I will be exploring the online collaborative spreadsheet software mentioned, such as Google Spreadsheets, to see how I can use it in my classroom. I like the idea that they allow students to manipulate information, “consider graphical patterns, and test their predictions or hypotheses by receiving quick feedback on multiple scenarios,” (p. 204).
While all teachers have their lists of projects and inquiry-based activities, technology can do much to enhance the possibility for creative thoughts and artifacts. For example, many teachers in my school still love creating posters with markers, rulers, and large paper. This is a constructionist type of activity, but it could be enhanced and made more relevant to today’s students by using tools like Word Drawing or some other technology resource. From my experience, students will continue to work on something using technology until it fits their definition of perfect much longer than they will with paper and pencil activity.
In my class, we build solar cookers to be tested outside on a nice, sunny day in May. The students must plan, hypothesize, blueprint, build, test, and reflect upon a design. For the past couple years, I have been using technology for the planning, hypothesizing, and blueprinting stage, using PowerPoint to present their ideas to me before building. After testing, they complete the PowerPoint with pictures and a reflection about their successes and weaknesses. Some students have decided to make an iMovie instead, showing actually footage of the building and testing process with narration. By merely substituting technology for paper and pencil work, I saw an increase in the amount of time used to think and effort exhibited by the students. The potential to motivate by using technology seems boundless.
Resources:
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/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, September 30, 2009
Wednesday, September 23, 2009
Cognitivism in Practice
While I see behaviorism as a relevant theology in terms of motivation, as well as behavior reinforcement and modification, I noticed that it did little to facilitate students’ retaining and recalling information. This is widely due to its lack of focus on brain processes and research. Cognitive learning theories, on the other hand, focus primarily on the brain processes, centering on higher-order thinking and memory. Forming numerous connections is the key to long term memory and recall. Therefore, as cognitive learning theories suggest, forgetting information merely means a person forgets how to get to the information in the brain, not that the information no longer exists. While keeping to this theology, many of the technology resources I examined this week coincide with the fundamentals of cognitive learning theories. These technologies integrate multiple senses in presentations and simulations to improve learning (Laureate Education Inc, 2009).
Concept mapping is a practice used by most teachers, but is generally relegated to reproducible pages from a workbook. Computer programs, such as Inspiration/Kidspiration, allow students to interact with the concept map by building one or modifying an existing one. In terms of cognitive learning theory, concept mapping replicates the information process model in that it uses visual stimuli to allow the learner to make a variety of connections (Laureate Education Inc, 2009). As a cognitive tool, the concept map provides a way to present information and organize knowledge by establishing relationships between concepts (Orey, 2001).
A cognitive tool I found to be very interesting was virtual field trips. I had heard of them before, but admittedly had trouble understanding how engaging they could be. After watching a few examples, I was able to see them as rich episodic experiences during which students can make real connections to textbook information and prior knowledge (Laureate Education Inc, 2009). It was fascinating to see the possible activities that could be extended from these field trips, especially in regards to critical thinking activities and creating artifacts to display their new understanding. It is especially appealing to a teacher from a district with little money to physically go to these places.
Other than concept mapping and field trips, it seems like Excel programs are very popular with educators. As I have seen, the spreadsheet program is less labor intensive and more efficient, allowing students to focus on the solution instead of tedious calculations. It is even more impressive for students to watch these spreadsheets turn into graphs. By engaging students in this way, they will have more time to analyze the data and make hypotheses or conjectures about further studies that can be done. I feel as if Excel has its place in the classroom after the students have already mastered the tedious calculation. On the other hand, the adult/real world affords us with calculators and formula-driven spreadsheets. Maybe then this “engages students in a realistic experience that provides intrigue as well as depth of knowledge,” (Orey, 2001).
The cognitive technology learning tools that I use most often in my classroom are multimedia. United Streaming, Google Video, BrainPOP, and other various online resources provide graphics, sounds, advance organizers, and more to the curious learner. “Multimedia is very effective because it helps [students] both activate prior knowledge and develop a mental model to help them understand new information,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 82). As I said before, these multimedia resources integrate multiple senses into the learning process and adjust to numerous learning styles. Students can construct meaning in a way unique to themselves, combining cognitive, emotional, and physical aspects of learning (Orey, 2001). Games and simulations allow direct user participation, constant decision-making, and a period of reflection and analysis.
After two weeks of study, I can already see the benefits of applying more than one learning theory in my classroom. Each has its own purpose and should used at different times. However, as I am realizing quickly, it is in a teacher’s best interest to understand the fundamentals of each theology to be better equipped to deal with today’s learners.
Resources:
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.
Concept mapping is a practice used by most teachers, but is generally relegated to reproducible pages from a workbook. Computer programs, such as Inspiration/Kidspiration, allow students to interact with the concept map by building one or modifying an existing one. In terms of cognitive learning theory, concept mapping replicates the information process model in that it uses visual stimuli to allow the learner to make a variety of connections (Laureate Education Inc, 2009). As a cognitive tool, the concept map provides a way to present information and organize knowledge by establishing relationships between concepts (Orey, 2001).
A cognitive tool I found to be very interesting was virtual field trips. I had heard of them before, but admittedly had trouble understanding how engaging they could be. After watching a few examples, I was able to see them as rich episodic experiences during which students can make real connections to textbook information and prior knowledge (Laureate Education Inc, 2009). It was fascinating to see the possible activities that could be extended from these field trips, especially in regards to critical thinking activities and creating artifacts to display their new understanding. It is especially appealing to a teacher from a district with little money to physically go to these places.
Other than concept mapping and field trips, it seems like Excel programs are very popular with educators. As I have seen, the spreadsheet program is less labor intensive and more efficient, allowing students to focus on the solution instead of tedious calculations. It is even more impressive for students to watch these spreadsheets turn into graphs. By engaging students in this way, they will have more time to analyze the data and make hypotheses or conjectures about further studies that can be done. I feel as if Excel has its place in the classroom after the students have already mastered the tedious calculation. On the other hand, the adult/real world affords us with calculators and formula-driven spreadsheets. Maybe then this “engages students in a realistic experience that provides intrigue as well as depth of knowledge,” (Orey, 2001).
The cognitive technology learning tools that I use most often in my classroom are multimedia. United Streaming, Google Video, BrainPOP, and other various online resources provide graphics, sounds, advance organizers, and more to the curious learner. “Multimedia is very effective because it helps [students] both activate prior knowledge and develop a mental model to help them understand new information,” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 82). As I said before, these multimedia resources integrate multiple senses into the learning process and adjust to numerous learning styles. Students can construct meaning in a way unique to themselves, combining cognitive, emotional, and physical aspects of learning (Orey, 2001). Games and simulations allow direct user participation, constant decision-making, and a period of reflection and analysis.
After two weeks of study, I can already see the benefits of applying more than one learning theory in my classroom. Each has its own purpose and should used at different times. However, as I am realizing quickly, it is in a teacher’s best interest to understand the fundamentals of each theology to be better equipped to deal with today’s learners.
Resources:
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.
Wednesday, September 16, 2009
Behaviorism in Practice
With an ever-growing library of brain research, behaviorism has been a controversial ideology among educational psychologists and institutions. It concerns itself with those aspects of human behavior that are observable and measurable, not considering behavior in terms of the inner workings of the brain but as learned habits. In this light, behavior then can be reinforced to continue or unlearned to be replaced with new behaviors. Despite its controversial roots, behaviorism is an ideology that has been implemented in every classroom with proven effectiveness (Orey, 2001). So it makes me wonder, especially in regards to technology and class management, why the controversy? This is especially curious to me since adults, including those who find fault with this theory, tend to structure their work ethic around reward (money), reinforcement (praise and acknowledgement), and possible punishment (loss of job or ridicule).
Because behaviorism does not consider the impact of brain research within student learning, it cannot be the end-all theory for a teacher, but can woven into daily classroom activity. Dr. Orey (2001) said that “behavioral change happens for a reason; students work for things that bring them positive feelings, and for approval from people they admire.” Effort and achievement are directly correlated, and for a student to put forth the effort, he or she must be motivated by the experiences and opportunities presented in the classroom (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology, as can be seen in many resources, can provide incentives, offer rewards for effort, and condition students with immediate and consistent reinforcement to exhibit behaviors that constitute an active, efficient learner.
Class management is an obvious arena in which behaviorism can have a significant impact. All teachers have a discipline policy centering on rewards and consequences. While these rewards and consequences will vary from teacher to teacher, the students are conditioned to understand what behaviors warrant the rewards and those that will bring consequence. Behavior or assignment contracts highlight acceptable behaviors and condition a student to better accept responsibility. Behavior charts, including those that use cards or clips, offer visual stimuli to reinforce or punish behaviors (Laureate Education Inc, 2009). This patterns the studies of B.F. Skinner to bring about desired behaviors.
Pitler, Hubbell, Kuhn, and Malenoski (2007) provide numerous ways that behaviorism is a large part of technology. In reference to homework and classroom practice, technology extends the connection to learning and provides opportunities for continuous exposure to skills and concepts necessary to achieve mastery. Online tutorials present small bits of information, ask guiding questions, and reinforce learning with immediate feedback and correction. Similarly, computer games reinforce learning in the same fashion, but provide added incentives and an ability to track speed and accuracy. Microsoft tools, such as Excel and Word, encourage greater effort through enhanced visual reinforcement and hands-on opportunities. I appreciated an instructional strategy that I read in the book that detailed using spreadsheet software to display actual students’ correlation between effort and success. Showing students data, not just about themselves, reinforces the idea that effort yields success.
Now I'd like to return to this idea of using online games to motivate students to achieve concept mastery. Games, from my experience, are the ultimate tool in a teacher's repertoire of effective strategies. They are more of an incentive for the students that hides the actual learning. The internet has a surplus of resources that can be utilized free of charge. Although there are plenty of free resources, our school purchased Study Island for reading and math practice. The program has numerous diagnostic perks. Also, students are given the option of practicing skills via online tutorial, a worksheet type activity, or an interactive game. I'm sure you can figure out which one motivates them the most and thus is the almost the only one I use. The games are fun, and they can only be played if the students gets the question correct. If answers are chosen too quickly, especially several questions in a row, the program will block the game and suggest that the student is just guessing. This is definitely behaviorism as it conditions the student that the reward of effort is fun activity.
Such practices as multimedia, my personal favorite, keeps “the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept,” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p. 193). While this speaks to the inner workings of the brain concerning concentration and active learning, it also demonstrates the behaviorist principle of immediate feedback to reinforce understanding or create new behaviors through application. Students can learn from multimedia websites with interactive simulations or create their own projects to practice concepts. Either way, technology is reinforcing effort with further opportunities to explore and create.
Resources:
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.
Because behaviorism does not consider the impact of brain research within student learning, it cannot be the end-all theory for a teacher, but can woven into daily classroom activity. Dr. Orey (2001) said that “behavioral change happens for a reason; students work for things that bring them positive feelings, and for approval from people they admire.” Effort and achievement are directly correlated, and for a student to put forth the effort, he or she must be motivated by the experiences and opportunities presented in the classroom (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology, as can be seen in many resources, can provide incentives, offer rewards for effort, and condition students with immediate and consistent reinforcement to exhibit behaviors that constitute an active, efficient learner.
Class management is an obvious arena in which behaviorism can have a significant impact. All teachers have a discipline policy centering on rewards and consequences. While these rewards and consequences will vary from teacher to teacher, the students are conditioned to understand what behaviors warrant the rewards and those that will bring consequence. Behavior or assignment contracts highlight acceptable behaviors and condition a student to better accept responsibility. Behavior charts, including those that use cards or clips, offer visual stimuli to reinforce or punish behaviors (Laureate Education Inc, 2009). This patterns the studies of B.F. Skinner to bring about desired behaviors.
Pitler, Hubbell, Kuhn, and Malenoski (2007) provide numerous ways that behaviorism is a large part of technology. In reference to homework and classroom practice, technology extends the connection to learning and provides opportunities for continuous exposure to skills and concepts necessary to achieve mastery. Online tutorials present small bits of information, ask guiding questions, and reinforce learning with immediate feedback and correction. Similarly, computer games reinforce learning in the same fashion, but provide added incentives and an ability to track speed and accuracy. Microsoft tools, such as Excel and Word, encourage greater effort through enhanced visual reinforcement and hands-on opportunities. I appreciated an instructional strategy that I read in the book that detailed using spreadsheet software to display actual students’ correlation between effort and success. Showing students data, not just about themselves, reinforces the idea that effort yields success.
Now I'd like to return to this idea of using online games to motivate students to achieve concept mastery. Games, from my experience, are the ultimate tool in a teacher's repertoire of effective strategies. They are more of an incentive for the students that hides the actual learning. The internet has a surplus of resources that can be utilized free of charge. Although there are plenty of free resources, our school purchased Study Island for reading and math practice. The program has numerous diagnostic perks. Also, students are given the option of practicing skills via online tutorial, a worksheet type activity, or an interactive game. I'm sure you can figure out which one motivates them the most and thus is the almost the only one I use. The games are fun, and they can only be played if the students gets the question correct. If answers are chosen too quickly, especially several questions in a row, the program will block the game and suggest that the student is just guessing. This is definitely behaviorism as it conditions the student that the reward of effort is fun activity.
Such practices as multimedia, my personal favorite, keeps “the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept,” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p. 193). While this speaks to the inner workings of the brain concerning concentration and active learning, it also demonstrates the behaviorist principle of immediate feedback to reinforce understanding or create new behaviors through application. Students can learn from multimedia websites with interactive simulations or create their own projects to practice concepts. Either way, technology is reinforcing effort with further opportunities to explore and create.
Resources:
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.
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