Fail: Resources

http://voicethread.com/share/1895899/

Social Learning Theory Experience

Cooperative learning, the concept I hold close to my heart because I find true value in students helping each other instead of relying on the teacher for all the answers. Through respectful communication, students begin to develop a higher sense of self reliance in which they take charge of their own education if they are the ones seeking the answers. In correlation, the social learning theory, has demonstrated that “meaningful learning occurs when individuals are engaged in social activities” (Orey, 2001). Let us define social activity in context in the arena of education, more specifically the classroom environment. Since there is no arguing that cooperative learning clearly correlates to the social learning theory, then let’s look at the instructional tools which utilize cooperative learning embedded with technology.

I am no one to brag, but I have been using cooperative learning, which I adapted for the classroom from my years as a Physical Education teacher. These included cooperative and initiative challenges as well as team building and trust activities, all required working in groups and respectful communication was the key to success. As a result of those years of observing the social dynamics and interaction between the students, I began to use cooperative learning for more than just P. E. With my transition to strictly ESL students, at first, I had no use for it unless at the start of the semester as ice breakers. With time and practice I began to incorporate my activities into instructional tools for learning English. For example, one cooperative challenge using a long piece of webbing where students in groups are to create different geometric shapes I call out. Students are asked to work together only in English to solve any issues in making their shapes. The result is laughter and communication as they practice their English vocabulary skills as a group. These types of activities still continue, yet what also developed was the incorporation of technology tools like PowerPoint, Webquest, Blogs, and VoiceThread. I have been using these cooperative learning instructional tools over the past few using with an evolution of use to each one. Moreover, with such a powerful influence social network sites like Facebook and Twitter has had over the public, I am now considering them as a platforms to further push the use of cooperative learning in my content area.

Lastly, my experience allowing "students [to] actively engage in constructing artifacts and conversing with others" either through group activity or using web resources to improve their English skills has been a strong instruction strategy to engage students in a social context (Laureate Education, Inc., 2008). You have to admit we are social creatures and play off each other, influencing one’s decisions and opinions. In recognizing the potential for its use in education should no longer be ignored or blocked. Technology has given us the ability to extend our reach to communicate with others beyond the classroom walls. Let us take advantage of it.

New tools to construct with!

This week’s resources we explored spreadsheet software, data collection tools, web resources and the theories of learning related to them. Students using such tools help them in organizing information generated by hypotheses, giving a better visual which could be tested in a time efficient manner. In addition to the instructional strategies we discover the learning theories that support the use of technology in the classroom to modify and improve instruction.

Common to most science and math classes for data collection and analysis, yet spreadsheets can go beyond a simple stationary classroom activity. For example, when linked to the internet online collaboration can flourish creating and testing from any place you are connected. By opening the door to online collaboration teams of students are not bound by just their classmates, when students can reference college student’s and professor’s work. Students can accomplish this by turning a plain spreadsheet interactive using “Google Spreadsheets and wikiCalc” for others to contribute.

When using instructional strategies to promote learning, we must consider the learning theory of constructionist and constructivist to support them. To clarify, constructivism is the way each individual actively constructs his/her meaning to objects unfamiliar to them. Similarly, constructionism is defined by how people learn best when they build and be able to share with others. These theories differ in that constructionism promotes learning through exploration, creation of artifacts, and sharing (Laureate Education, Inc., 2008). For instance, students “using data collection tools enables students to see the bigger picture and recognize patterns” (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Finally, my favorite, the powerful web resources that have the ability to transport any classroom confined student anywhere in the world, but let’s focus our teaching strategies towards problem-solving activities. Besides collecting data and testing hypotheses, web resources allow for interactivity with other students when researching or creating simulations such as flash based games. “Simulation software also can provide incredibly engaging learning environments, resulting in increased motivation and retention in learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Another use for web resources, that can apply to many content-areas are webquests that offer students exploration, and possible creation of a final artifact to be completed as students interchange information and ideas.

In summary, after reading about instructional strategies that use technology in the classroom to improve their learning, I am once again surprised by the tools, that anyone who owns a computer possesses. In fact, understanding the learning theories of constructivism and constructionism sheds new light on the use of these simple tools to give students an opportunity to create was even more interesting. With some modification I could also take advantage of this learning theory and instructional tools to broaden my student’s understanding, no matter the subject area I teach.

References:

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

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

The Cognitive connection

Throughout this week resource readings, I came across many familiar instructional strategies that correlated directly with the cognitive learning theory described by Dr. Orey. The instructional learning strategies involved summarizing and note taking as well as the way in which it helps our students make better concept connections using cues, questions, and advanced organizers.

If you use any of the great instructional strategies like concept mapping or summarizing using a word processing software take notice that they all utilize components which define the cognitive learning theory. Thus, information processing and visual/auditory senses to organize information and transfer from short to long term memory. An example of this is the use of KWL charts by cueing previous experiences or knowledge from the student for the Know section of the chart. Next, with questions you ask the students what they want to learn and finally what the learned. Using the appropriate questions related to the subject, students can reflect and organize from their ideas making stronger connection between prior, current, and acquired information to make permanent.

Another example of the correlation between cognitive learning theory and the instructional strategies is the use of virtual field trips. The virtual field trips give the students a different perspective of a location usually described only in text. Visually students are able to explore the environment and discover new information using web resource pages on a particular subject like history. Text by itself does not compare with images which are a powerful tool for students (Pitler, Hubbell, Kuhn & Malenoski, 2007).

What are your thoughts?

Please comment below.

References:

Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Cognative Learning Theory [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.

Reinforcing Effort

Our overwhelming concern for our students usually begins with their visible health and then extends to the interaction when working with others, and finally to their ability to understand basic to complex skills. Their behavior triggers a warning sign if they display irregular patterns of interaction and performance. For these reasons, we tend to go on the alert and inquire why, yet trying to anticipate such behavioral shifts would be hard to predicate. Instead, we need to be proactive in preparing our students for future problems by helping them understand the connection between effort and achievement. This can be accomplished by reinforcing behaviors that utilize simple tools of technology to help students visualize their effort and deepen understanding through homework and practice.

Students being so critical of themselves and others over time affect his or her performance and their effort to acquire skills essential for the future. With a simple of understanding of B.F. Skinner’s Operant Conditioning, teachers can reinforce positive behaviors that are not just for classroom management. Connected with basic software like word processing and spreadsheets teachers can help students make the connection between effort and achievement (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 162). I have used spreadsheets for other applications, but did not consider how it could make a visual chart of their performance for students to correlate. The students alone would not be able to understand the correlation without the teacher setting an effort rubric to record their actions based on certain expectations (Pitler, Hubbel, Kuhn, & Malenoski, 2007).

Combined with homework and practice, the charts reinforce success by “multiple exposure to material [that] help students deepen their understanding of content and become proficient with skills” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 188). In fact, it is the practice, motivated by the reward of achievement through their effort that enriches the basic, classroom learned, elements to a better conceptual understanding. For example, word processing allows a beginning student to focus his research by using the tools with application such as encyclopedias and thesaurus instead of overwhelming Internet search engines results. On the other hand, Web based resources can augment learning as well which can be monitored and even reward the student, further reinforcing their effort and “concepts learned after a unit is over” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 196).

To sum up, recognizing our students potential is not enough to magically make them aware of the connection between their hard work and the achievement that results. Thus, utilizing behaviorist theory of operant conditioning combined with instructional strategies that take advantage of technology already in the classroom to promote students achievement through effort ensuing a deeper understanding of basic to complex skills.

Links I found interesting:

http://en.wikipedia.org/wiki/Augmented_learning

http://mitpress.mit.edu/catalog/item/default.asp?ttype=2&tid=11466

Reference:

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

Klopfer, E. (2008). Augmented learning: research and design of mobile educational games. The MIT Press.