After re-read and reflecting on my “Personal Theory of Learning” I must say that I feel that I did a pretty good job. My theory revolved around the idea that students learn best when they are placed in an environment that is stimulating and immerses them in the curriculum. I also stated that I felt my style of instruction was must closely linked with social constructivism, which I still feel to be true. I believe that my students have the best chance to learn when they are socially constructing artifacts that show their learning. Overall, I believe that my Personal Learning theory was and is very close to what I believe, but there are areas that I would change.
An immediate adjustment that I would make to my Personal Learning Theory would be to incorporate more technology and different learning styles. Throughout this class I have been introduced to many new forms of instructional strategies and technologies that I believe would truly help my students learn. I would like to start by using more types of technology in different ways. During this class I set up an online blog for both of my classes and I now use these sites for many forms of instruction and learning. I would also say that I would like to include the social learning theory in my class on a more regular basis. I believe that my students would benefit form differentiated instruction out side of constructivism. I also would like to start using more organizing and brainstorming forms of technology like Microsoft Visio to promote student learning in my classroom. My instructional skills have vastly improved because I know have a greater understanding of multiple style of instruction and different forms of technology that work with them. I know try to constantly change my instructional strategies to best serve my students and their diverse needs.
I would like to make two long term changes within my classroom involving technology and my instructional practice. First, I would like to incorporate more technology within my classroom that promotes social networking. Starting next year I would like to have each of my students start their own blog. This would be easy to implement using Google blogs and it would help the students to communicate socially using technology. I could assign discussion topics and have my students post and comment on each others blogs in a similar style to what they will see in college and the work place. Secondly, I would like to work towards having my students use more web based projects. I could accomplish this by removing some of my lectures and replacing them with web-quests and other online tutorials. This would give my students the opportunity to take responsibility for their own learning and accomplish their goals. I would like to remove myself, as often as possible, from the role of instructor and place that responsibility on the students.
After reviewing and reflecting on my Personal Theory of Learning I feel confident in moving forward in the future. This class has given me the tools necessary for success when working with technology and my students.
Sunday, February 20, 2011
Sunday, February 6, 2011
Cooperative learning and Social Learning Theory
Well, it has been an interesting week to say the least! Massive winter storms ripped through my small community in central Ohio and did some real damage. Most of the homes in the community were without power for 3-6 days and school was canceled three days in a row. It was a nice break, but not having power made it very dull and very cold. You will be happy to know that my power was finally restored this morning and the first thing that I want to do is send some time blogging! This week I am asked to correlate how cooperative learning relates to the constructs of social learning theory. After reading the chapter ‘Cooperative Learning’ in the text Using Technology with Classroom Instruction that Works I found many similarities to the social learning theory.
What is the focus of cooperative learning? The text states that “…cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pittler, Hubbell, Kuhn, & Malenoski, 2007). As a teacher I find this to be the core of cooperative learning; that students will work together towards some common goal. Students in my class are often involved in cooperative learning situations. From small groups to groups organized on ability level I constantly try to utilize all that cooperative learning has to offer. “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (Pittler, Hubbell, Kuhn, & Malenoski, 2007). I try to use cooperative learning in a way that will present my students with tasks that they will need to approach from multiple angles to solve. In this ways the students need the help of their peers to see the problem from a fresh perspective.
I also enjoyed the chapter’s approach to incorporating technology into cooperative learning. The text states, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and by allowing members of a group to communicate even if they are not working face to face” (Pittler, Hubbell, Kuhn, & Malenoski, 2007). Incorporating technolgooy is crucial for future success for our students as is cooperative learning. I found the section of the text focused on webquests o be especially useful. I often incorporate webquests in my classroom, but never in a collaborative setting, so I am excited to use this instructional technique.
I believe that the strongest link between social learning theory and cooperative learning is that both find their basis in the idea that students need to work together to learn. I would say that cooperative learning is the perfect tool to apply the social learning theory. Social learning theory pushes the idea that true learning takes place only when the student has the opportunity to learn and interact in a social setting. Cooperative learning gives the students the opportunity to work in an environment that is conducive to what the social learning theory stresses as crucial.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD
What is the focus of cooperative learning? The text states that “…cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pittler, Hubbell, Kuhn, & Malenoski, 2007). As a teacher I find this to be the core of cooperative learning; that students will work together towards some common goal. Students in my class are often involved in cooperative learning situations. From small groups to groups organized on ability level I constantly try to utilize all that cooperative learning has to offer. “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (Pittler, Hubbell, Kuhn, & Malenoski, 2007). I try to use cooperative learning in a way that will present my students with tasks that they will need to approach from multiple angles to solve. In this ways the students need the help of their peers to see the problem from a fresh perspective.
I also enjoyed the chapter’s approach to incorporating technology into cooperative learning. The text states, “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and by allowing members of a group to communicate even if they are not working face to face” (Pittler, Hubbell, Kuhn, & Malenoski, 2007). Incorporating technolgooy is crucial for future success for our students as is cooperative learning. I found the section of the text focused on webquests o be especially useful. I often incorporate webquests in my classroom, but never in a collaborative setting, so I am excited to use this instructional technique.
I believe that the strongest link between social learning theory and cooperative learning is that both find their basis in the idea that students need to work together to learn. I would say that cooperative learning is the perfect tool to apply the social learning theory. Social learning theory pushes the idea that true learning takes place only when the student has the opportunity to learn and interact in a social setting. Cooperative learning gives the students the opportunity to work in an environment that is conducive to what the social learning theory stresses as crucial.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD
Sunday, January 30, 2011
Generating and Testing Hypothesis
Welcome back to my blog site! Well, it is a new week and it is time to blog some reflections again. This week, in Using Technology with Classroom Instruction that Works, I examined an instructional strategy called “Generating and Testing Hypotheses.” Pitler, Hubbell, Kuhn, and Malenoski, layout the underpinnings for generating and testing hypotheses in the text this week. They comment that, “when students generate and test hypotheses they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (pg. 202). I feel that this quote exemplifies the strengths of generating testing hypotheses within the classroom and in the field of education. Testing hypothesis is not just a tool that is applicable in science classroom. Generating and testing hypothesis are crucial in the field of science, but as I read the chapter I was looking for how I could use this information in my Literature class.
After some reflection I think that I would like to concentrate on ‘problem solving’ as it is mentioned in the text. “When students problem solve, they look at various solutions given the obstacles and restraints posed by the problem” (Pitler, Hubbell, Kuhn, and Malenoski, pg. 203). Within the context of the English classroom problem solving is a useful tool that can be easily incorporated with technology. As an example, I use web quests regularly as a supplemental to classic pieces of literature. I give the students multiple problems that they must solve as they explore the web quests. Each question is designed to challenge the student and how he or she views the text. The students must problem solve in order to complete the assignment and gain a new understanding of the novel.
Generating and testing hypotheses also strongly relates to constructivism, which was the focus of this week’s resources. Dr. Orey states in this week’s web supplemental an important element of the constructionist theory, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (Orey, 2001). Testing and generating hypothesis asks our students to create their own learning and understanding. The teacher is often not as involved in the process of learning during testing hypothesis as they might be if they were working within some other instructional strategy. Students are not simply listening to a presentation or a lecture, but they are instead testing their own ideas and constructs.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology
Pitler, H., Hubbell, E., M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA :ASCD
After some reflection I think that I would like to concentrate on ‘problem solving’ as it is mentioned in the text. “When students problem solve, they look at various solutions given the obstacles and restraints posed by the problem” (Pitler, Hubbell, Kuhn, and Malenoski, pg. 203). Within the context of the English classroom problem solving is a useful tool that can be easily incorporated with technology. As an example, I use web quests regularly as a supplemental to classic pieces of literature. I give the students multiple problems that they must solve as they explore the web quests. Each question is designed to challenge the student and how he or she views the text. The students must problem solve in order to complete the assignment and gain a new understanding of the novel.
Generating and testing hypotheses also strongly relates to constructivism, which was the focus of this week’s resources. Dr. Orey states in this week’s web supplemental an important element of the constructionist theory, “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (Orey, 2001). Testing and generating hypothesis asks our students to create their own learning and understanding. The teacher is often not as involved in the process of learning during testing hypothesis as they might be if they were working within some other instructional strategy. Students are not simply listening to a presentation or a lecture, but they are instead testing their own ideas and constructs.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology
Pitler, H., Hubbell, E., M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA :ASCD
Sunday, January 23, 2011
Chapter Reviews
Well, it blog time again everyone! This week I am going to comment on the relationship and correlations between the cognitive learning theory and two teaching strategies; summarizing and note taking and advanced organizers. These two strategies present the students and the instructor with an opportunity to improve cognitivism and reach deeper levels of learning.
After reading the chapter Cues, Questions, and Advanced organizers in the text Using Technology with Classroom Instruction that Works, I was aware of the importance of organizers in the field of education. Many applications of technologies such as Word Processors, Spreadsheets and brainstorming software can be used to ask students to answer higher level thinking questions that lead to deeper levels of understanding. As the text emphases this can help students’ with their ability to use and organize information about multiple topics (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, pg. 73).
These forms of technology should be used to help students focus on what is important rather than what is unusual within a topic. These tools are very versatile and often times easy to use both for the instructor and the students. As an example a spreadsheet can be used to assist an instructor in quickly capturing student data and responses, and then turning those responses into usable data for the classroom (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, pg. 75).
A student’s ability to synthesize information and then to distill that information into a new format is one of the foundations of the learning theory. The ability to take notes and summarize is crucial for our students’ success in the work place and college on many levels. Students must be able to separate what is important from what is fluff quickly and concisely to be successful at the next level. The text stresses that to successfully summarize a student must delete information, substitute some information, and then keep the truly valuable information for later use (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, pg. 119). I find that as an English teacher I spend a lot of time instructing my students on how to take notes and summarize material in the proper fashion. Note taking and summarizing are a learning trait and practice truly makes perfect. I find that the best way to instruct students about note takeing is to stress the importance of finding their own best way to take notes. Each student is different and every students needs to find what works for them. I try to incorporate technology into my classroom to help my students with notes. I use guided notes and presentations to accommodate visual learnings. I rarely use verbatim notes which the text referenced as the least effective way to retain information. Note taking and summarizing is a staple of the cognitive learning theory in that it asks the students to find a deeper level of understanding within a certain topic. The students must make analysis, compare and contrast, and challenge the information they are presented with in order to select the most important pieces.
After reading the chapter Cues, Questions, and Advanced organizers in the text Using Technology with Classroom Instruction that Works, I was aware of the importance of organizers in the field of education. Many applications of technologies such as Word Processors, Spreadsheets and brainstorming software can be used to ask students to answer higher level thinking questions that lead to deeper levels of understanding. As the text emphases this can help students’ with their ability to use and organize information about multiple topics (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, pg. 73).
These forms of technology should be used to help students focus on what is important rather than what is unusual within a topic. These tools are very versatile and often times easy to use both for the instructor and the students. As an example a spreadsheet can be used to assist an instructor in quickly capturing student data and responses, and then turning those responses into usable data for the classroom (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, pg. 75).
A student’s ability to synthesize information and then to distill that information into a new format is one of the foundations of the learning theory. The ability to take notes and summarize is crucial for our students’ success in the work place and college on many levels. Students must be able to separate what is important from what is fluff quickly and concisely to be successful at the next level. The text stresses that to successfully summarize a student must delete information, substitute some information, and then keep the truly valuable information for later use (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, pg. 119). I find that as an English teacher I spend a lot of time instructing my students on how to take notes and summarize material in the proper fashion. Note taking and summarizing are a learning trait and practice truly makes perfect. I find that the best way to instruct students about note takeing is to stress the importance of finding their own best way to take notes. Each student is different and every students needs to find what works for them. I try to incorporate technology into my classroom to help my students with notes. I use guided notes and presentations to accommodate visual learnings. I rarely use verbatim notes which the text referenced as the least effective way to retain information. Note taking and summarizing is a staple of the cognitive learning theory in that it asks the students to find a deeper level of understanding within a certain topic. The students must make analysis, compare and contrast, and challenge the information they are presented with in order to select the most important pieces.
Sunday, January 16, 2011
Instructional Strategies and the Behaviorist Theory
Welcome back to my blog! This week I was asked to study a few instructional strategies and comment on how they correlate with the behaviorist learning strategy. After reading and reflecting on the two selected chapters, “Reinforcing Effort” and “Homework and Practice”, I found many interesting connections between the instructions strategies that I want to share with you.
The first strategy was focused on improving students’ level of effort within the class setting. As a teacher I feel that it is crucial that my students know and understand the importance of effort in all aspects of their lives. Through many strategies found in the text an instructor can help the students make correlations between improved grades and the level of effort they put into the assignments. This connection is commented on in the text when it states, “Students can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). I found the initial strategy offered by the text to be the most useful. Within this strategy the students are asked to use Microsoft Excel in order to create a spreadsheet that can track their level of effort on multiple assignments. The students are given a rubric that gives them a concise picture of what effort looks like, and then they are asked to track their effort on assignments using Excel(Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). This idea of giving clear instruction and then asking the students to perform a task is a standard of the behaviorist learning theory. Another correlation between this instructional strategy and the behaviorist learning theory is the idea of a reward system. Basically the students are being rewarded with exemplary grades when they put in the effort on a given assignment. The connections are obvious not only in this strategy, but also in homework practice.
The next strategy that I reviewed was based on the importance of consistent homework assignments. Homework, when done correctly, becomes an extension of the classroom and offers the students the opportunity to improve their understanding of a given subject (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). Homework looks different from classroom to classroom and students must learn to become malleable. In order for the students to become adept at homework they must practice the skills necessary to be successful at the assigned task. Furthermore, by having students practice what the text calls proper homework skills students can, “enhance their ability to reach the expected level of proficiency” (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). Practice in order to change one’s proficiency is one of the foundations of the behaviorist learning theory. In short it takes practice to change behavior.
In both of these instructional strategies technology is used heavily to reinforce positive behaviors. The idea of positive reinforcement is a staple in the behaviorist theory. Students are asked to work with programs like Excell and Word and rewarded with modern instruction techniques that will prepare them for the future.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
The first strategy was focused on improving students’ level of effort within the class setting. As a teacher I feel that it is crucial that my students know and understand the importance of effort in all aspects of their lives. Through many strategies found in the text an instructor can help the students make correlations between improved grades and the level of effort they put into the assignments. This connection is commented on in the text when it states, “Students can learn to operate from a belief that effort pays off even if they do not initially have this belief” (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). I found the initial strategy offered by the text to be the most useful. Within this strategy the students are asked to use Microsoft Excel in order to create a spreadsheet that can track their level of effort on multiple assignments. The students are given a rubric that gives them a concise picture of what effort looks like, and then they are asked to track their effort on assignments using Excel(Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). This idea of giving clear instruction and then asking the students to perform a task is a standard of the behaviorist learning theory. Another correlation between this instructional strategy and the behaviorist learning theory is the idea of a reward system. Basically the students are being rewarded with exemplary grades when they put in the effort on a given assignment. The connections are obvious not only in this strategy, but also in homework practice.
The next strategy that I reviewed was based on the importance of consistent homework assignments. Homework, when done correctly, becomes an extension of the classroom and offers the students the opportunity to improve their understanding of a given subject (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). Homework looks different from classroom to classroom and students must learn to become malleable. In order for the students to become adept at homework they must practice the skills necessary to be successful at the assigned task. Furthermore, by having students practice what the text calls proper homework skills students can, “enhance their ability to reach the expected level of proficiency” (Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. 2007). Practice in order to change one’s proficiency is one of the foundations of the behaviorist learning theory. In short it takes practice to change behavior.
In both of these instructional strategies technology is used heavily to reinforce positive behaviors. The idea of positive reinforcement is a staple in the behaviorist theory. Students are asked to work with programs like Excell and Word and rewarded with modern instruction techniques that will prepare them for the future.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
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