Cooperative learning allows students to gain meaning though interacting with their peers in a learning environment. According to Dr. Michael Orey (2007), social learning theory is when students are “actively engaged in constructing things and in conversation”. Social learning theory allows students to apply what they know to real life situations and work together to come up with a solution. Through interaction, students will learn more, gain confidence, and express themselves creatively. Through cooperative learning, students are given the opportunity to learn from one another.
In incorporating technology into the classroom, students are introduced to a variety of ways to enhance their learning. Some of these projects include Multimedia, Keypals, WebQuests, creating a website, online learning communities, and games. When incorporating these tools into the classroom, it is essential to let the students know what is expected of them. Rubrics are very helpful in guiding the students and making sure that they know what is required. All of these activities are ways to get students actively involved through cooperative learning. Students are working together to meet a common goal. These activities would illustrate the social learning theory.
In Using technology with classroom instruction, Pitler, H., Hubbell, E., Kuhn, M, and Malenoski, K. (2007) explain the importance of preparing students for the future workplace that requires them to work cooperatively. It is essential for 21st century learners to be confident in their use of technology as well. In incorporating technology through cooperative learning, we are creating students that are creative, confident, and able to interact with others. These are all valuable skills for the 21st century.
References:
Orey, M. (2007). Social Learning Theories, Laureate Education, Inc, DVD.
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, March 31, 2010
Wednesday, March 24, 2010
Constructivist/constructionist learning theories
In the DVD, “Constructionist and Constructivist Theory”, Dr. Michael Orey (2007) explains the difference between the two. Constructivism is how the information that each person learns is “uniquely constructed in one’s mind.” The constructionism theory explains that students learn best when they are involved in producing something that they can share with others. This theory is very important to the educational setting. When students participate in creating an artifact, they are engaged and actively involved in the learning process.
There are several instructional strategies that correlate to these the theories. In Using technology with classroom instruction that works, Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007) state “When students generate and test hypothesis, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content”. They go on to explain strategies that get students involved in this process. These include systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. There are ways to incorporate these into projects that are meaningful and engaging for students. Spreadsheets are great technological tools that can serve many purposes in various content areas. From creating a budget to creating a line graph, students can use critical thinking skills to create projects that get them involved in the learning process. Students can also use data collection tools that allow them to gather, graph, and compare/contrast data. These technological advances align with the constructionism theory. It is important for students to be engaged in project-based learning. When students can express their creativity, they are more likely to come up with ideas and are more excited about sharing those ideas.
The role for students has changed. The classroom is no longer primarily a place for paper/pencil activities. Students need to be given opportunities to be investigators. Being involved in the learning process helps them understand and retain information.
References:
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M. (2007). Constructionist and Constructivist Theory, Laureate Education, Inc, DVD.
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
There are several instructional strategies that correlate to these the theories. In Using technology with classroom instruction that works, Pitler, H., Hubbell, E., Kuhn, M., and Malenoski, K. (2007) state “When students generate and test hypothesis, they are engaged in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content”. They go on to explain strategies that get students involved in this process. These include systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making. There are ways to incorporate these into projects that are meaningful and engaging for students. Spreadsheets are great technological tools that can serve many purposes in various content areas. From creating a budget to creating a line graph, students can use critical thinking skills to create projects that get them involved in the learning process. Students can also use data collection tools that allow them to gather, graph, and compare/contrast data. These technological advances align with the constructionism theory. It is important for students to be engaged in project-based learning. When students can express their creativity, they are more likely to come up with ideas and are more excited about sharing those ideas.
The role for students has changed. The classroom is no longer primarily a place for paper/pencil activities. Students need to be given opportunities to be investigators. Being involved in the learning process helps them understand and retain information.
References:
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M. (2007). Constructionist and Constructivist Theory, Laureate Education, Inc, DVD.
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Wednesday, March 17, 2010
Cognitivism in Practice
In today’s society, we are provided with many tools to enhance student learning. Cognitive learning theory is a process of using prior information and organizing it in a way that is meaningful and memorable. Instructional practices have been developed that help students organize new material and understand new concepts.
In Using Technology with Classroom Instruction that Works, Pitler, H., Hubbell. E., Kuhn, M., and Malenoski, K. (2007) focus on two instructional strategies: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”. Cues and questions allow students to focus on what is important in a lesson. It also assists teachers in identifying what the students know and don’t know. Students are also given the opportunity to use their background knowledge to help make concepts more meaningful. Technology helps teachers to reach students of various learning styles. Advance organizers provide students with a way to organize information that they are going to learn.
“Summarizing and Note Taking” allow students to identify important information and put it in their own words. When students are able to put the information in their own words, it helps them to have a better understanding of the concept. Word processors provide features such as Track Changes, AutoSummarize, PowerPoint, summary frames, and templates. Teachers can have students summarize and take notes individually or collaboratively.
In The theory underlying concept maps and how to construct and use them, Novak, J. & Canas, A.J. (2008) define concept maps as “graphical tools for organizing and representing knowledge”. Concept maps helps students understand concepts and make them more meaningful. They can be used as a learning tool as well as an evaluation tool. Virtual field trips help students to make a connection to what they are learning. They are a great way to motivate students and make learning fun!
By using these instructional strategies, my students will develop a greater understanding of material that they are taught. It is important for me to include activities to reach all learners. There are instructional strategies that I can use to introduce topics, involve them in the learning process, and review the material. In teaching 4th grade reading, social studies, and math, I am excited about implementing these strategies into all of my subject areas.
References:
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitter, 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, H., Hubbell. E., Kuhn, M., and Malenoski, K. (2007) focus on two instructional strategies: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking”. Cues and questions allow students to focus on what is important in a lesson. It also assists teachers in identifying what the students know and don’t know. Students are also given the opportunity to use their background knowledge to help make concepts more meaningful. Technology helps teachers to reach students of various learning styles. Advance organizers provide students with a way to organize information that they are going to learn.
“Summarizing and Note Taking” allow students to identify important information and put it in their own words. When students are able to put the information in their own words, it helps them to have a better understanding of the concept. Word processors provide features such as Track Changes, AutoSummarize, PowerPoint, summary frames, and templates. Teachers can have students summarize and take notes individually or collaboratively.
In The theory underlying concept maps and how to construct and use them, Novak, J. & Canas, A.J. (2008) define concept maps as “graphical tools for organizing and representing knowledge”. Concept maps helps students understand concepts and make them more meaningful. They can be used as a learning tool as well as an evaluation tool. Virtual field trips help students to make a connection to what they are learning. They are a great way to motivate students and make learning fun!
By using these instructional strategies, my students will develop a greater understanding of material that they are taught. It is important for me to include activities to reach all learners. There are instructional strategies that I can use to introduce topics, involve them in the learning process, and review the material. In teaching 4th grade reading, social studies, and math, I am excited about implementing these strategies into all of my subject areas.
References:
Novak, J.D. & Canas, A.J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC Cmap Tools. 2000-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web Site. http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, March 10, 2010
Behaviorism in Practice
In the DVD, “Instructional Theory vs. Learning Theory”, Dr. Michael Orey (2007) defines learning theory as “what’s going on in a person’s mind”. He goes on to explain that teachers should be aware of how students learn. This is essential in creating effective lessons and activities for students. Two instructional strategies that are addressed in Technology with Classroom Instruction that Works are “Reinforcing Effort” and “Homework and Practice”.
All students are unique and learn differently. In the chapter “Reinforcing Effort”, Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) explain the importance of students realizing that the effort that they put into their work correlates to their achievement. In order for students to reach their full potential, they have to know that they are capable of reaching their goals. In “Reinforcing Effort”, students are made aware of this through technology. Teachers have helped the students create spreadsheets to show the correlation. One school even has a website that shows how hard work helps students to reach their goals. This is such a great way to build confidence in the students and help them realize their full potential.
For students to be successful in the learning process, they must practice the skills that they are taught. In “Homework and Practice”, Pitter, Hubbell, Kuhn, and Malenoski (2007) suggests ideas that teachers can use to integrate technology into homework. Examples of this include using tools from Word, spreadsheets, multimedia projects, web resources, and communication software. Incorporating technology into daily practice and homework helps to motivate students, allows them to be creative, and enhances learning. As a teacher, I am excited to integrate these ideas into my daily practice. Homework is practice. It is important for my students to see that the more they practice, the more likely they will be successful.
Students have to know that teachers want them to reach their goals. It is the teachers’ responsibility to find ways to help students learn. We have to help them understand that the harder they work, the more successful they will be. Technology is essential in reach 21st century learners. It not only needs to be applied in the classroom, but to all aspects of learning.
References:
Orey, M. (2007). Instructional Theory vs. Learning Theory (Laureate Education, Inc., DVD)
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
All students are unique and learn differently. In the chapter “Reinforcing Effort”, Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007) explain the importance of students realizing that the effort that they put into their work correlates to their achievement. In order for students to reach their full potential, they have to know that they are capable of reaching their goals. In “Reinforcing Effort”, students are made aware of this through technology. Teachers have helped the students create spreadsheets to show the correlation. One school even has a website that shows how hard work helps students to reach their goals. This is such a great way to build confidence in the students and help them realize their full potential.
For students to be successful in the learning process, they must practice the skills that they are taught. In “Homework and Practice”, Pitter, Hubbell, Kuhn, and Malenoski (2007) suggests ideas that teachers can use to integrate technology into homework. Examples of this include using tools from Word, spreadsheets, multimedia projects, web resources, and communication software. Incorporating technology into daily practice and homework helps to motivate students, allows them to be creative, and enhances learning. As a teacher, I am excited to integrate these ideas into my daily practice. Homework is practice. It is important for my students to see that the more they practice, the more likely they will be successful.
Students have to know that teachers want them to reach their goals. It is the teachers’ responsibility to find ways to help students learn. We have to help them understand that the harder they work, the more successful they will be. Technology is essential in reach 21st century learners. It not only needs to be applied in the classroom, but to all aspects of learning.
References:
Orey, M. (2007). Instructional Theory vs. Learning Theory (Laureate Education, Inc., DVD)
Pitter, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Saturday, March 6, 2010
Back to Blogging
Hi everyone! I am excited to be blogging again. I have worked with some of you in a previous class, and I look forward to meeting the rest of you. I am motivated to learn more about today's technology and how to better integrate it into the curriculum.
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