Eight weeks ago, I started examining learning theories and synthesized my personal definition. At that time, I agreed most with the idea that learning is a communication process. The teacher and students take turns being senders and receivers of information. Each person has perceptual filters through which he/she interprets the information. The message travels through channels and internal as well as external interference must be dealt with. After exploring several other learning theories, I have decided that I still believe that learning fits into the pattern of the communication process, but there are broader contexts that must be addressed in learning. The three theories that I think are most important for me to apply in my classroom are the social, cognitive, and constructivist learning theories.
Communication is, by nature, social, so these two concepts complement each other well. Dr. Orey described social learning theory as having two necessary components: learners interact with others and their environment and need a more knowledgeable other to help acquire new concepts (Laureate, 2009). All parties involved must communicate clearly for this learning to be effective.
As part of the communication process, the teacher and peers help the learners to process new information. The information must go through the senses and be “practiced” in such a way that it can transfer from short term to long term memory. This is the cognitive learning theory (Laureate, 2009).
The last theory, constructivism, states that true learning has happened when students can make something that shows their understanding of the lessons and share it with others (Laureate, 2009). The lessons and sharing occur within the context of the communication process.
With these theories in mind, I will be using cooperative learning groups more. The technologies I will have the groups use most are wikis and concept maps. The wikis offer an opportunity for students to learn socially in ways that are not possible otherwise. I teach high school English and have five classes. With wikis, students from the different classes will be able to communicate with each other and share information and ideas. Students will also be more engaged in the lessons since they will be able to help each other and will be using a technology that is more interesting than a traditional handout. I will also have student groups create and fill in my pre-made skeleton concept maps. This will aid in cognitive processing of information. Applying technologies in context of learning theories has great potential to increase student engagement and overall learning.
As I make changes to the way I teach based on my understanding of learning theories, my goal is to use technologies to facilitate learning in a way that is seamless. I want each new technology to become part of the lesson, not to stand out as an attention grabber that distracts from the lesson. To achieve this, I need to be clear about the learning objectives for each lesson, how the technology will enhance the learning, and how to use the technology myself. I will start each lesson plan with identifying the standards that will be covered and periodically review texts from my master’s classes to refresh my understanding of learning and the use of technologies. Finally, I will maintain my professional learning community by communicating with the technology specialists and other colleagues in my building as well as colleagues through the internet.
References
Laureate Education, Inc. (Executive Producer). (2009). Cognitive learning theories. Baltimore:Orey, M.
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and constructivist learning theories. Baltimore: Orey, M.
Laureate Education, Inc. (Executive Producer). (2009). Social learning theories.Baltimore: Orey, M.
Friday, August 21, 2009
Friday, July 31, 2009
Voice Thread
I had much trouble getting the voice thread to work. I think the problem was with my internet connection. I think I produced one correctly. I tried to embed it in my blog. There was an embed button, and I checked to make it a side bar in my blog, but I do not see anything here. Does anyone know how to make it work? I did succeed in making the title of this post a direct link to the voice thread.
Wednesday, July 29, 2009
Social Learning Theories
Is all learning social? According to social constructivist learning theory, people create meaning through interactions with others and their environment. In an instructional video, Dr. Orey explained two main concepts that are important to social learning theory: the zone of proximal development and a more knowledgeable other. The zone of proximal development is the point where a student is ready to learn. They have the basic concepts needed to build new knowledge on, and with help, are ready to expand their knowledge. The more knowledgeable other is someone who understands the next level of knowledge and can help a student learn the concept. That person can be a teacher, a peer, a parent, or, as Dr. Orey suggests, possibly a computer. It seems that it would be very difficult to assimilate new knowledge without help of some sort. I would argue that using technology as an individual, some can learn new knowledge without others, but that technology becomes the "more knowledgeable other", according to the definition of social learning theory as elaborated by Dr. Orey.
Cooperative learning is a teaching technique that utilizes social learning theory. When students are placed into small groups and given a "significant question or meaningful project" to contend with and then assessed as a group as well as individuals, that is cooperative learning as defined in the online book Emerging Perspectives on Learning, Teaching, and Technology ( http://projects.coe.uga.edu/epltt/). In Using Technology with Classroom Instruction that Works, the authors recommend using informal, formal, and base groups. These structures directly use the social learning theory. Using an informal group for something like Think-Pair-Share requires students to talk out and discuss what they have learned from a lesson with a partner. They can give each other immediate feedback, creating a social interactive environment. The more knowledgeable other would be one of the pair or the teacher as he/she listens in to discussions.
More formal groupings where students are tackling a problem or project is also a situation where they interact to learn. This needs much planning to be an effective social learning experience. I have used cooperative learning many times, but struggle with getting all students to participate fully. There have been times that some groups will look to me as the more knowledgeable other instead of learning from each other. I need to reorganize how I run those lessons. Chapter seven of Using Technology with Classroom Instruction that Works gives a short description of components need to make cooperative learning groups successful, but the online book Emerging Perspectives on Learning, Teaching, and Technology describes what is need much more in depth and I think will help me more in implementing effective cooperative learning experiences. The Cooperative Learning section, pages 5-8 is a very valuable resource.
Cooperative learning is a teaching technique that utilizes social learning theory. When students are placed into small groups and given a "significant question or meaningful project" to contend with and then assessed as a group as well as individuals, that is cooperative learning as defined in the online book Emerging Perspectives on Learning, Teaching, and Technology ( http://projects.coe.uga.edu/epltt/). In Using Technology with Classroom Instruction that Works, the authors recommend using informal, formal, and base groups. These structures directly use the social learning theory. Using an informal group for something like Think-Pair-Share requires students to talk out and discuss what they have learned from a lesson with a partner. They can give each other immediate feedback, creating a social interactive environment. The more knowledgeable other would be one of the pair or the teacher as he/she listens in to discussions.
More formal groupings where students are tackling a problem or project is also a situation where they interact to learn. This needs much planning to be an effective social learning experience. I have used cooperative learning many times, but struggle with getting all students to participate fully. There have been times that some groups will look to me as the more knowledgeable other instead of learning from each other. I need to reorganize how I run those lessons. Chapter seven of Using Technology with Classroom Instruction that Works gives a short description of components need to make cooperative learning groups successful, but the online book Emerging Perspectives on Learning, Teaching, and Technology describes what is need much more in depth and I think will help me more in implementing effective cooperative learning experiences. The Cooperative Learning section, pages 5-8 is a very valuable resource.
Wednesday, July 22, 2009
Constructionism Learning Theory
My understanding of constructionism centers on the base word construction. It is about building meaning through building artifacts. Even after reading several articles from a masters class I am taking, I was still not entirely clear. I did a little web search to aid my understanding. I found a simple definition in an excerpt from a book called Constructionism in Practice: Designing, Thinking, and Learning in A Digital World by Yasmin Kafai and Mitchel Resnick (1996). It is about "...the construction of knowledge in the context of building personally meaningful artifacts" (p. 1). Based on this plus an online book excerpt by Michael Orey (2001), constructionism focuses on active learning where the learner is creating a product that he/she can share to show what was learned. The topic has to have some kind of meaningful impact for the student. The student has to see a real world application.
In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007), describe a teaching strategy, generating and testing hypotheses, that correlates well with constructionism. Building, or constructing meaning comes from problem solving. Students who are actively engaged in building a project or investigating problems have to problem solve. The students start with an idea, research, possibly experiment, and draw conclusions when they are generating and testing hypotheses. If the students are given choices about the subject and it relates to a real world situation, this sets up a meaningful context. The students should also have a choice in the artifact they produce to allow them to display their learning through their individual learning style preferences.
The authors of Using Technology with Classroom Instruction that Works also suggest using tools such as spreadsheets and chart making software to make the handling of data seamless. This frees up the students to spend time on drawing conclusions and constructing meaning from the data instead of spending too much time just collecting and organizing the data.
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.
In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski (2007), describe a teaching strategy, generating and testing hypotheses, that correlates well with constructionism. Building, or constructing meaning comes from problem solving. Students who are actively engaged in building a project or investigating problems have to problem solve. The students start with an idea, research, possibly experiment, and draw conclusions when they are generating and testing hypotheses. If the students are given choices about the subject and it relates to a real world situation, this sets up a meaningful context. The students should also have a choice in the artifact they produce to allow them to display their learning through their individual learning style preferences.
The authors of Using Technology with Classroom Instruction that Works also suggest using tools such as spreadsheets and chart making software to make the handling of data seamless. This frees up the students to spend time on drawing conclusions and constructing meaning from the data instead of spending too much time just collecting and organizing the data.
Kafai, Y. and Resnick, M. (1996). Constructionism in Practice: Designing, Thinking, and Learning in A Digital World. Mahwah, NJ: Lawrence Erlbaum. Retrieved July 22, 2009, from http://books.google.com/books?hl=en&lr=&id=XaJiLh92ZCUC&oi=fnd&pg=PP13&dq =%22Kafai%22+%22Constructionism+in+practice:+Designing,+thinking,+and+...%22+ &ots=jYlgV1YVPs&sig=OHhtA0WaagJisui1wvmpneKWDiY
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, July 15, 2009
Cognitive Learning Theory Strategies
My understanding of cognitive learning theory is that it is about how we process information. In communication classes I have taken, I have been taught that as a public speaker, one wants to make between three and seven main points in a speech. Seven ideas is about the most people can focus on at a time. This idea was reinforced by Dr. Orey in his discussion of cognitive learning theories in a Laureate published educational DVD. The carry over to the classroom is that teachers should keep lessons focused on seven or fewer items.
Using cues, questions, and advanced organizers can help students focus on those seven or fewer items, and not become sidetracked by extraneous information. These techniques are explained in Using Technology with Classroom Instruction that Works. I post weekly cues in my room as a schedule. I write a short description of each day's lesson with a focus on the skills, or learning objectives, the students are trying to master. That way, they know exactly what they are supposed to be learning each day. By explicitly telling students what they are going to learn about, one is helping them through the first stage of information processing, paying attention.
Dr. Orey described three memories: declarative, procedural, and episodic. Each of these help students retain what they learn. Advanced organizers such as rubrics are very useful tools for helping students organize information so it can be processed in their declarative memories. The example rubric explained in chapter four of Using Technology with Classroom Instruction that Works outlined an English lesson. The students studied sonnets and the Elizabethan period. To make the declarative information of this lesson concrete, the teacher used Excel to create a rubric outlining a sonnet the students had to write. This lesson used elaboration, making connections for the learning objective in more than one way: they read samples, discussed them, and wrote their own.
Using virtual field trips activates episodic memories, the strongest kind of memory, according to Dr. Orey. When the students can see a place online they can not actually go to, it creates a concrete experience that will help them retain the information. The anatomy teacher at my school has used a distance learning lab to have her students watch an autopsy. Could an episodic memory be any more vivid than that? I do not know if she used an advance organizer, but one with a focus on key concepts for students to fill in as they watched the autopsy would help the students with their information processing of the experience.
One last point I really relate to, since I am a strong visual learner, is that using meaningful visuals to associate with key concepts is taking advantage of the dual coding theory explained by Dr. Orey. PowerPoints, charts, and tables are well-adapted technologies to take advantage of this theory. When I explain ethos, pathos, and logos to my students in a persuasion unit, I use a PowerPoint with the term, its definition, and a visual. I also encourage them to use mnemonics to remember what each term means, elaborating the ideas in their minds. One example is ethos. The slide with it has a picture of a man in a prison uniform as well as the definition of the term. Ethos is building your credibility as a persuasive speaker or writer. I need to add a picture of a business peron also to show a contrast of who we trust. I tell the students that I remember ethos sounds like ethics, doing what is right, being trustworthy. This lesson uses an advanced organizer, dual coding, and elaboration.
Using cues, questions, and advanced organizers can help students focus on those seven or fewer items, and not become sidetracked by extraneous information. These techniques are explained in Using Technology with Classroom Instruction that Works. I post weekly cues in my room as a schedule. I write a short description of each day's lesson with a focus on the skills, or learning objectives, the students are trying to master. That way, they know exactly what they are supposed to be learning each day. By explicitly telling students what they are going to learn about, one is helping them through the first stage of information processing, paying attention.
Dr. Orey described three memories: declarative, procedural, and episodic. Each of these help students retain what they learn. Advanced organizers such as rubrics are very useful tools for helping students organize information so it can be processed in their declarative memories. The example rubric explained in chapter four of Using Technology with Classroom Instruction that Works outlined an English lesson. The students studied sonnets and the Elizabethan period. To make the declarative information of this lesson concrete, the teacher used Excel to create a rubric outlining a sonnet the students had to write. This lesson used elaboration, making connections for the learning objective in more than one way: they read samples, discussed them, and wrote their own.
Using virtual field trips activates episodic memories, the strongest kind of memory, according to Dr. Orey. When the students can see a place online they can not actually go to, it creates a concrete experience that will help them retain the information. The anatomy teacher at my school has used a distance learning lab to have her students watch an autopsy. Could an episodic memory be any more vivid than that? I do not know if she used an advance organizer, but one with a focus on key concepts for students to fill in as they watched the autopsy would help the students with their information processing of the experience.
One last point I really relate to, since I am a strong visual learner, is that using meaningful visuals to associate with key concepts is taking advantage of the dual coding theory explained by Dr. Orey. PowerPoints, charts, and tables are well-adapted technologies to take advantage of this theory. When I explain ethos, pathos, and logos to my students in a persuasion unit, I use a PowerPoint with the term, its definition, and a visual. I also encourage them to use mnemonics to remember what each term means, elaborating the ideas in their minds. One example is ethos. The slide with it has a picture of a man in a prison uniform as well as the definition of the term. Ethos is building your credibility as a persuasive speaker or writer. I need to add a picture of a business peron also to show a contrast of who we trust. I tell the students that I remember ethos sounds like ethics, doing what is right, being trustworthy. This lesson uses an advanced organizer, dual coding, and elaboration.
Tuesday, July 14, 2009
Positive Reinforcements
I had a few responses about my reward tickets from my last posting. I just thought it might interest some to know that the kinds of rewards seem appealing to a variety of preferences because I asked my students what they would like. The first few days of class, we discuss appropriate behaviors/expectations and consequences/rewards. I ask the students to come up with ideas for these categories. I think that is why they seem to work so well. The rewards are things they want.
Saturday, July 11, 2009
Applying Behaviorist Learning Theory to the Classroom
Behaviorism seems inextricable from the classroom. One significant goal of education, no matter what content area is being taught, is to teach behaviors that will help students be successful after school. In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, and Malenoski explain how to use spreadsheets to help students track their effort. The point is to help students see that more effort equals higher grades. Their grades, and later in life, successes, are not tied to an uncontrollable element like intelligence, rather to effort, which is entirely in their control. Effort is an observable and measurable behavior, the focus of behaviorism. The behaviors students record are note taking, paying attention, participating, doing homework, and studying. When students see their grades increase with the increase of these behaviors, it is a positive reinforcement. The behavior will continue or increase.
Applying this technology to increase these types of behaviors is a strategy that will be very useful to me. I teach a class everyone has to take, high school English. The biggest block for many of my students is a lack of motivation. Each year, I have students who do not trust themselves to be capable, so they do not try. By explicitly teaching them that effort will increase success and using technology to change their study behaviors, I can help my students overcome some of their motivation issues.
Chapter ten in Using Technology with Classroom Instruction that Works focuses on homework and practice. The strategies in this chapter advocate using online collaborative sites such as wikis. The help students can receive from each other as well as fast feedback from the teacher can be a positive reinforcement. The "fun" and engaging factor of using technology for homework can also be a positive reinforcement for students to continue working on assignments.
Negative reinforcement strategies can also be very effective in changing or continuing certain behaviors. In the article From Emerging Perspectives on Learning, Teaching and Technology, Melissa Standrigde defines negative reinforcement as removing a consequence that students find unpleasant. She listed things such as turning in all assignments on time resulting in the lowest grade being dropped. I give out reward tickets when students complete five ungraded homework assignments. The tickets can be turned back in for a choice of one five point homework pass or one time detention pass from me (negative reinforcement), or an item in a grab bag, use of a cushioned chair for a week, or use of the reading corner for classwork (positive reinforcement). Before I came up with the idea of the reward ticket, I could not get my students to do practice assignments that were too small for a grade. Now, the majority do these assignments.
Behaviorism is very useful for classroom management, improving study habits, and helping students make the connection between effort and success.
Applying this technology to increase these types of behaviors is a strategy that will be very useful to me. I teach a class everyone has to take, high school English. The biggest block for many of my students is a lack of motivation. Each year, I have students who do not trust themselves to be capable, so they do not try. By explicitly teaching them that effort will increase success and using technology to change their study behaviors, I can help my students overcome some of their motivation issues.
Chapter ten in Using Technology with Classroom Instruction that Works focuses on homework and practice. The strategies in this chapter advocate using online collaborative sites such as wikis. The help students can receive from each other as well as fast feedback from the teacher can be a positive reinforcement. The "fun" and engaging factor of using technology for homework can also be a positive reinforcement for students to continue working on assignments.
Negative reinforcement strategies can also be very effective in changing or continuing certain behaviors. In the article From Emerging Perspectives on Learning, Teaching and Technology, Melissa Standrigde defines negative reinforcement as removing a consequence that students find unpleasant. She listed things such as turning in all assignments on time resulting in the lowest grade being dropped. I give out reward tickets when students complete five ungraded homework assignments. The tickets can be turned back in for a choice of one five point homework pass or one time detention pass from me (negative reinforcement), or an item in a grab bag, use of a cushioned chair for a week, or use of the reading corner for classwork (positive reinforcement). Before I came up with the idea of the reward ticket, I could not get my students to do practice assignments that were too small for a grade. Now, the majority do these assignments.
Behaviorism is very useful for classroom management, improving study habits, and helping students make the connection between effort and success.
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