Cognitivism in Practice

http://www.youtube.com/watch?v=gAS49WBdr8k&feature=related

Constructivism/Constructionism theory of learning “suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others” (Orey, 2001).  It concentrates on the students being active participants in learning and the teacher being a facilitator of learning.  The students need to process the information and learn how to apply it by constructing a meaningful artifact.

One example of an instructional strategy that corresponds to the constructionist learning theory is generating and testing hypotheses.  A hypothesis is based on some previous observations, so prior knowledge is essential.  With this strategy students must be able to apply knowledge in order make a hypothesis.  They need to be able to make an educated guess or a prediction and test it determine the outcome.  By testing and generating hypotheses student take part in critical thinking, problem solving and applying knowledge to enhance their understanding (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  As with constructionism, students can take the new information and create their own meaning from testing the hypothesis.

In addition, technology can enhance how students generate and test hypotheses.  Using online collaborative spreadsheets, data collection tools, and web resources such as interactive simulations enables all learners to “use background knowledge, make decisions, and see the outcome of their hypothesis” (Pitler et al, 2007).  Technology offers many new and different ways to engage students and allows them to interact with the content in a meaningful way.  For example, the 8^th grade studies the Civil War, so I have the students create a PhotoStory about one of the battles from the Civil War.

We want to teach our students how to become critical thinkers, problem solvers, and collaborators.  This can be achieved through the Constructivist/Constructionist learning theory where students are involved in engaging learning experiences.

References:

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.

Cognitivism in Practice

The cognitive learning theory or how students process information can utilize technology to facilitate learning.  Two instructional strategies related to the cognitive learning theory are:  Cues, Questions, and Advance Organizers and Summarizing and Note Taking. 

Both strategies use technology to help students focus their learning.  Cues give students a preview of what they are about to learn, questions help students to access prior knowledge, and advanced organizers (charts or tables) help students classify and understand information that is not well-organized (Pittler, Hubbell, Kuhn, Malenoski, 2007).  Word processing applications, spreadsheets, organizing software, and multimedia applications can all be used in creating advanced organizers for students.  Many different organizing and brainstorming software is available to aid students in note taking and summarizing.  Using these organizers is a great way for students to add and organize information as it is presented and store it into long term memory. 

Summarizing and notetaking strategies offer many ways for students to take their new information and restate it in their own words.  According to Chapter 6 of the textbook, “students should be taught a variety of note-taking formats” (Pittler, Hubbell, Kuhn, Malenski, 2007). Again technology is an important factor in teaching students how to summarize and take notes.  There are many ways technology can aid in this process.  One example of note taking called combination notes uses a concept of the cognitive theory.  As mentioned by Dr. Orey students remember images better than text (Laureate Education, Inc., 2010).  In addition, blogs and wikis enable students to summarize and take notes in a collaborative environment where students can learn from each other.

Another concept of the cognitive learning theory is in long-term memory each idea is connected to every other idea (Laureate Education, Inc., 2010).  One way ideas can be connected with technology is through concept maps.  An example of this type of software is Inspiration.  Concept maps can be used to make connections to prior knowledge and link it to new information.  They can be used in conjunction with a virtual field trip to guide their learning.  A virtual field trip enables students to participate in an educational journey that enables them to see and do more than would be reading from their textbook.  They are an active participant in their learning.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program Number Five: Cognitive Learning Theories [Webcast]. Bridging Learning Theory, Instruction, and Technology. Baltimore, MD: Author.

Pitler, H. Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works.  Alexandria, VA: ASCD.

Behaviorism in the Classroom

This week we have been exploring how behaviorism relates to instructional strategies in the classroom.  Reinforcement is a characteristic of the behaviorist theory often times used with desired behaviors in the classroom.  If reinforcement works with behavior, then it can also be applied to effort.  Unfortunately, many students develop a defeatist attitude because they focus on heredity, race, and background as contributing factors to their failures (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  However, if students can see the connection between effort and achievement, then this belief can change.  One way to demonstrate this association is through Excel with an effort/achievement spreadsheet.  With students filling in their grades and then using a rubric to determine their effort, they can see proof of the benefits of their effort.  They are taking responsibility for their learning.  Since I teach computer, it would be a great way to teach students about graphs, and it would also be a real-life activity.

Another instructional strategy is “homework and practice.”  According to James Hartley “skills are not acquired without frequent practice” (Smith, 1999).  Homework offers students a chance to review and practice what they learn.  Technology can enhance the homework and practice through educational software programs, web resources, tutorials, and creating their own multimedia programs.  Using technology to practice skills helps students to choose what works best for their learning style which, in turn, increases their level of understanding.

Before the readings for this week, I associated behaviorism with classroom management and behavior.  It was interesting to learn how instructional strategies used with technology can enhance student understanding.  I believe that behaviorism is used by many teachers today.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection: Understanding the Impact of Technology on Education, Work, and Society

            Today’s students are “native speakers of technology, fluent in the digital language of computers, video games, and the internet” (Prensky, 2005).  As educators, we still need to prepare our students for the future, but we need to develop learning activities where technology helps to support learning.  

In order to be an effective teacher in the 21st century, a teacher needs to be a facilitator of learning, a user but not necessarily a master of technology, and a collaborator with other teachers and their students. “Teachers must begin to see themselves more as learners alongside their students” (Richardson, 2010). In addition, teachers need to recognize the way students learn and encourage students to be decision makers and take responsibility for their own learning.  Teachers need to be willing to change from a teacher-centered to a learner-centered classroom.

 

This course has helped to develop my technology skills in the areas of blogs, wikis, and podcasts.  By creating a wiki with other class members, I learned how I can collaborate with other teachers around the world.  The course sparked a new interest to learn more technology tools to engage my students but also to deepen my knowledge of the purpose and benefits of Web 2.0 tools. 

            I can expand my knowledge of learning, teaching, and leading with technology by continuing my master’s program at Walden.  In addition, I will continue to expose myself to technology, keep collaborating with other teachers, and be willing to make the necessary changes to engage my students and increase student achievement.

            During the next two years, I would like to write a curriculum for my course where I can incorporate more 21^st century skills to prepare students for the future.  Although students get a touch of blogs, I would like to use a blog throughout the course along with wikis, podcasts, and other essential Web 2.0 tools.  A second goal I have is to develop tasks that are collaborative and student-centered where students can take ownership of their learning.

            In reviewing the checklist from week 1, I understand the need for students to design instructional activities that require student collaboration to accomplish a joint task.  Another area to work toward is to enable students to take responsibility of their own learning by providing tools and resources that allow them to manage their own learning goals, plan learning strategies, and evaluate their progress and outcomes.  A key for student success in the future is to be able to collaborate and work in a community to become critical thinkers of information.

 

References:

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.

Richardson, W. (2008). Blogs, wikis, podcasts, and other powerful web tools for classrooms. Thousand        Oaks, CA: Corwin

Rachel's Challenge

Alright, I admit this post is not about technology, but I felt it was worth it to share.  Yesterday, our school had an assembly called Rachel's Challenge.  It is about Rachel Scott, the first student killed at Columbine, and her efforts of kindness and compassion to create a positive chain reaction.  What a moving and powerful presentation!  I encourage you to check it out at www.rachelschallenge.org.  It only takes one person at a time to make a difference.

Snow days

We missed a week of instruction in my county this past week.  The teachers had Professional Development days on Monday and Tuesday, and then school was canceled the rest of the week because of snow.  This is our 5th snow day in January, and I'm hearing more bad weather in the forecast for this week.  We seem to be losing so much instruction time this month alone.  I also feel like the students have many days off for Professional Development days which makes consistency in learning tough.  What can we do to change this?  I'm curious what other school districts/counties do for Professional Development.  Do you have full days of PD or part of a day?  How does your school conduct PD days?  I came across an interesting article from The Answer Sheet about a district in Ohio using snow days as e-days.  It is interesting, but I wonder if you can incorporate that in a large county versus a small district.  Anyway, here is the link to the article.  Enjoy!
http://voices.washingtonpost.com/answer-sheet/technology/school-district-turns-snow-day.html?wprss=answer-sheet

Evaluating 21st Century Skills

While exploring the website Partnership for 21st Century Skills, I can understand the need to revamp and update education to incorporate 21st-Century skills.  In addition to the core subject knowledge, students must learn essential skills of critical thinking, problem solving, communication, and collaboration.  The P21 committee is focused on student success in a global economy which means they want students to be successful as citizens and workers in the 21st century.

Quite honestly, I really did not like the way this site was organized and had a little trouble navigating my way through it.  If one purpose of this site is to make educators want to become a part of P21, I would think that the first page would be a little more inviting.  On the other hand, P21 consists of business community leaders, education leaders, and policy makers.  Actually, this makes sense to form an alliance with these groups if we want to prepare our students for the changing business world and the global world.  In order to help our students, we must align the classroom environments with real world environments through the three R's and four C's (critical thinking and problem solving, communication, collaboration; and creativity and innovation).   

This is a federally funded project that was formed in 2002.  It is almost 10 years later and still only 15 schools are participating.  I am curious to learn about the results/findings they have collected since implementing the program.  If it is meant for all of the US, why aren't more schools jumping in?

As a contemporary educator, it is my duty to help my students develop good communication skills, become self-learners/critical thinkers, and work well with others.  After all, I am preparing them for the 21st century.