How can I help students get the most benefit and the least frustration out of group projects? How can I insure that all students give their fair share without major confrontations within the groups? Please share your thought on my voicethread:
http://voicethread.com/share/1259767/
Thursday, July 29, 2010
Wednesday, July 28, 2010
Connectivism and Social Learning in Practice
Constructivism to me is a form of social learning. George Siemens discusses how knowledge is networked through connectivism, Laureate Education, (2009). Connectivism can offer abundant amount of information because it can be influence by culture, community and a number of social networked channels. Learning has changed over the last several decades. Kids are different too. We live in a society that is technology driven. Constructivism takes advantage of the technology tools available and uses it to network learning. Students now can learn socially through distance learning, internet, and cable tv. They can share and learn information more rapidly because of the technology tools used today. Students through constructivism can work together to research and build a project and don’t even have to be in the same time zone.
The virtual software and online tools that students can practice with are so realistic. My own kids at home about six years ago work together to build a virtual theme park using regular game software called Roller Coaster Tycoon 3. They were helping each other decide realistic situation, like if a popcorn stand should go there, hiring and firing employees, raising ticket prices and where to put the next ride attraction. Your decision would affect you value and the theme park popularity. I did not force my kids to play this game, and they were learning how to become a CEO of a theme park. To me the game looked complicated, but they helped each other master being tycoons, and they were having fun learning. I really don’t see a reason why more games like this one can’t be used in the classroom. More sophisticated Virtual technology like that could be explored in other fields like politics, transportation, journalism, etc. My daughter mentioned to me that there is very realistic hospital game called, Theme Hospital. There are scores of great computer simulation available on the Web like at National Library of Virtual Manipulative, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Any program that can connect education to the real world should welcomed. Connectivism has the right idea, network learning through social means, with technology enhancements.
The virtual software and online tools that students can practice with are so realistic. My own kids at home about six years ago work together to build a virtual theme park using regular game software called Roller Coaster Tycoon 3. They were helping each other decide realistic situation, like if a popcorn stand should go there, hiring and firing employees, raising ticket prices and where to put the next ride attraction. Your decision would affect you value and the theme park popularity. I did not force my kids to play this game, and they were learning how to become a CEO of a theme park. To me the game looked complicated, but they helped each other master being tycoons, and they were having fun learning. I really don’t see a reason why more games like this one can’t be used in the classroom. More sophisticated Virtual technology like that could be explored in other fields like politics, transportation, journalism, etc. My daughter mentioned to me that there is very realistic hospital game called, Theme Hospital. There are scores of great computer simulation available on the Web like at National Library of Virtual Manipulative, Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Any program that can connect education to the real world should welcomed. Connectivism has the right idea, network learning through social means, with technology enhancements.
Wednesday, July 21, 2010
Constructivist/Constructionist Learning Theories
I feel that the main correlation between instructional strategies this week and the principles of constructivist/constructionist learning theories is that students focus is on trying out their creative unique thinking and put it into practice. In our text resource this week, Pitler, Hubbell, Kuhn, and Malenoski (2007), explored the use of the scientific method. Generating and testing hypothesis will lead to a better executed project based design.
Our students will face problems that involve a huge number of decisions when they enter the real world. It’s a good idea for students to use concept maps, and they need to develop an essential question or statement. Just like the hypothesis in the scientific method, students needed to answer questions throughout the map. To answer the questions, they must do research. Researching information today is made easier, because of the World Wide Web. You can read about others that may have done what you done and give them credit, but it always a good idea to complete your own experiment with different variables. When constructing a project, I will allow my students to use as much technology as possible to limit human error. In the real world, many manufactures rely heavily on technology. I would encourage students to discover, discuss, experiment, and test a hypothesis. As a result of the testing, students can then adjust or change the original hypothesis or realize that a new hypothesis needs to be created. If a model or drawing of the construction or project needs to be adjusted, this is the time to do it.
I will allow my students to finalize their results using Excel because it gives validity to their projects. A presentation using PowerPoint will enhance their projects. Making pamphlets or brochures using Publisher brings professionalism to any project. If my students design a web base simulation, website, podcasts and RSS Feeds, I would be blown away, because I still need practice doing these things myself. But the tools are out there for everyone use. Our students probably can teach us how to build many of these web applications. Our job will be to make it a learning experience, so that they will get ready for the world that awaits them. They will be the new leaders to create resources that will better our quality of life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Our students will face problems that involve a huge number of decisions when they enter the real world. It’s a good idea for students to use concept maps, and they need to develop an essential question or statement. Just like the hypothesis in the scientific method, students needed to answer questions throughout the map. To answer the questions, they must do research. Researching information today is made easier, because of the World Wide Web. You can read about others that may have done what you done and give them credit, but it always a good idea to complete your own experiment with different variables. When constructing a project, I will allow my students to use as much technology as possible to limit human error. In the real world, many manufactures rely heavily on technology. I would encourage students to discover, discuss, experiment, and test a hypothesis. As a result of the testing, students can then adjust or change the original hypothesis or realize that a new hypothesis needs to be created. If a model or drawing of the construction or project needs to be adjusted, this is the time to do it.
I will allow my students to finalize their results using Excel because it gives validity to their projects. A presentation using PowerPoint will enhance their projects. Making pamphlets or brochures using Publisher brings professionalism to any project. If my students design a web base simulation, website, podcasts and RSS Feeds, I would be blown away, because I still need practice doing these things myself. But the tools are out there for everyone use. Our students probably can teach us how to build many of these web applications. Our job will be to make it a learning experience, so that they will get ready for the world that awaits them. They will be the new leaders to create resources that will better our quality of life.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.
Wednesday, July 14, 2010
COMPARING PRINCIPLES OF COGNITIVE LEARNING THEORY TO SOME INSTRUCTIONAL STRATEGIES
The theory of cognitive learning is based on short term memory transferred to long term memory. Processing information is the main concept. Does the strategy of cues, questions, advance organizers, summarizing and note taking, correlate to the cognitive learning theory? To see if they do, I would have to examine the purpose of them. What are their goals of each?
Pitler, Hubbell, Kuhn, and Malenoski explain that cognitive learning theory process information you receive through a sensory input. You quickly attend to it as a short-term memory. You later, must go through a rehearsal stage, practice or studying method to enter into a long term memory. This is then divided into different types of memory. They are declarative which are facts, procedural which explain how things are done, and eposodic which is a powerful event that happens. These types of memories form a network connecting to meaningful information or images which are very beneficial to the long term memory. So this cognitive learning theory primary mechanism is to link as many concepts or images to a particular subject or new piece of information in order for long term memory to take place.
When I ask questions, I believe that I am trying to help students begin to think about a particular subject. I am just trying to get them thinking about the subject matter and examine what they already know about the subject matter. The advance organizers would help my students to process their thoughts and put down information for later use. No heavy analyzing would be going on yet. They are just focusing on what is important. Students start to get into deep synthesizing and understanding if they can express and summarize what they learned.
An example of this whole process and how it connects to cognitive learning theory would be if students answering quick questions about what he already know about the Civil War such as what century did the war take place. What states were involved? He then write down important facts about the war on an organizer such as the dates it took place, major participants involved, why it started, how it ended, and why it was so important in our history. Students begin to draft their presentation using technology by research information looking for visual images from the internet of the actual leaders involve like Robert E. Lee, Ulysses S. Grant and Jefferson Davis . Students might add photos of the Battle of Gettysburg to a poster. Collecting auditorial sound effect to side shows such as cannons blasting might cause an episodic experience during the summary of a presentation.
Therefore, I believe there is a lot of correlation between cognitive learning theory and the instructional strategies expressed here. Students summarizing through just a simple explanation of the civil war or completing an extensive presentation will develop long term member because they are apply the information they have learned. This is in the purpose and goal of the cognitive learning theory.
References:
Laureate Education, Inc. (Executive Producer). (2009). 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.
Pitler, Hubbell, Kuhn, and Malenoski explain that cognitive learning theory process information you receive through a sensory input. You quickly attend to it as a short-term memory. You later, must go through a rehearsal stage, practice or studying method to enter into a long term memory. This is then divided into different types of memory. They are declarative which are facts, procedural which explain how things are done, and eposodic which is a powerful event that happens. These types of memories form a network connecting to meaningful information or images which are very beneficial to the long term memory. So this cognitive learning theory primary mechanism is to link as many concepts or images to a particular subject or new piece of information in order for long term memory to take place.
When I ask questions, I believe that I am trying to help students begin to think about a particular subject. I am just trying to get them thinking about the subject matter and examine what they already know about the subject matter. The advance organizers would help my students to process their thoughts and put down information for later use. No heavy analyzing would be going on yet. They are just focusing on what is important. Students start to get into deep synthesizing and understanding if they can express and summarize what they learned.
An example of this whole process and how it connects to cognitive learning theory would be if students answering quick questions about what he already know about the Civil War such as what century did the war take place. What states were involved? He then write down important facts about the war on an organizer such as the dates it took place, major participants involved, why it started, how it ended, and why it was so important in our history. Students begin to draft their presentation using technology by research information looking for visual images from the internet of the actual leaders involve like Robert E. Lee, Ulysses S. Grant and Jefferson Davis . Students might add photos of the Battle of Gettysburg to a poster. Collecting auditorial sound effect to side shows such as cannons blasting might cause an episodic experience during the summary of a presentation.
Therefore, I believe there is a lot of correlation between cognitive learning theory and the instructional strategies expressed here. Students summarizing through just a simple explanation of the civil war or completing an extensive presentation will develop long term member because they are apply the information they have learned. This is in the purpose and goal of the cognitive learning theory.
References:
Laureate Education, Inc. (Executive Producer). (2009). 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.
Wednesday, July 7, 2010
Behaviorist Learning Theory
In this week course resources, I read about behaviorist learning theory. I will discuss how reinforcing effort” and “homework and practice correlate with the principles of behaviorist learning theory which embeds technology. Behaviorist learning theory has fallen out of favor in our education system, but many teachers still use the strategy. Dr. Orey (Laureate 2009) explains that behaviorism resolves around operant conditioning, which involves positive reinforcement and punishment. Today’s society mainly leans towards using positive reinforcement to encourage academic achievement. Punishment is not encouraged by the leaders of public educators.
Reinforcing effort is never talked about at the federal, state or local government level. Our district, and school administrator never mention anything about reinforcing student effort. Since the adoption of No Child Left Behind, scores are the main focus of attention. Many of the technology programs used by school districts are geared towards raising test scores. But Pitler, Hubbell, Kuhn, and Maleenoski 2007, recommend that we teach students the importance of effort. We should have students keep track of their own efforts and achievements by using data collection software like Microsoft Excel, and Survey Monkey. Students that are encouraged to put forth the effort, should see some academic improvement. Students see the results as it translate to a letter grade. They will not have to fear putting forth all their hard work and still fail. Some of the category suggested for evaluation are, class notes, attention, participation, homework, and studying.
Homework and practice help students to reassess what they were taught. I think assigning homework using technology has its advantages. Students are comparing only their own success. They get instant feedback. Pressure for timely completion is not as important as mastering the skill. Lastly, students don’t have to be embarrassed about not knowing an answer. On line tutorials like Internet4Classrooms Tutorials are also very good for helping students learn new skills. They present how to do certain skills you may had a difficult time with the classroom. Tutorials give students a step by step method in completing the task and the tutorial can be replayed as many times as needed.
The idea of using technology more for both reinforcing effort and for homework is a good idea for teachers that don’t mind the behavior learning theory. Using technology allows the use of the multisensory approach. Reading just a textbook bore many students. Students become more responsible for the own success when they are tracking their own effort.
.
Laureate Education, Inc. (Executive Producer) (2008). Behaviorist Learning Theory, Baltimore: [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Susan Brooks and Bill Byles, Internet4classrooms: www.internet4classrooms.com.
Reinforcing effort is never talked about at the federal, state or local government level. Our district, and school administrator never mention anything about reinforcing student effort. Since the adoption of No Child Left Behind, scores are the main focus of attention. Many of the technology programs used by school districts are geared towards raising test scores. But Pitler, Hubbell, Kuhn, and Maleenoski 2007, recommend that we teach students the importance of effort. We should have students keep track of their own efforts and achievements by using data collection software like Microsoft Excel, and Survey Monkey. Students that are encouraged to put forth the effort, should see some academic improvement. Students see the results as it translate to a letter grade. They will not have to fear putting forth all their hard work and still fail. Some of the category suggested for evaluation are, class notes, attention, participation, homework, and studying.
Homework and practice help students to reassess what they were taught. I think assigning homework using technology has its advantages. Students are comparing only their own success. They get instant feedback. Pressure for timely completion is not as important as mastering the skill. Lastly, students don’t have to be embarrassed about not knowing an answer. On line tutorials like Internet4Classrooms Tutorials are also very good for helping students learn new skills. They present how to do certain skills you may had a difficult time with the classroom. Tutorials give students a step by step method in completing the task and the tutorial can be replayed as many times as needed.
The idea of using technology more for both reinforcing effort and for homework is a good idea for teachers that don’t mind the behavior learning theory. Using technology allows the use of the multisensory approach. Reading just a textbook bore many students. Students become more responsible for the own success when they are tracking their own effort.
.
Laureate Education, Inc. (Executive Producer) (2008). Behaviorist Learning Theory, Baltimore: [Educational video].
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Susan Brooks and Bill Byles, Internet4classrooms: www.internet4classrooms.com.
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