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
Sunday, January 30, 2011
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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