Here is the URL for my VoiceThread. Thanks!
http://voicethread.com/#u1013040.b1261514.i6779671
Saturday, July 31, 2010
Monday, July 26, 2010
Week 5 - Connectivism and Social Learning in Practice
Social Learning Theories embrace the ZPD (Zone of Proximal Development) in which learners depend on MKO (More Knowledgable Others) in order for learning to take place.
Cooperative Learning
According to Stephen Balkcom "Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement." With cooperative learning, students get validation, socialization, and encouragement from each other that they wouldn't get from some of the other learning theories. Cooperatve Learning groups can "build trust, camaraderie, and taeamwork" (Piter et al., p. 140).
Cooperative Learning relates to social learning theories in several ways. For instance, Social Constructivism is an example of a social learning theory in which students are "actively engaged in constructing artifacts and conversing with others" (Laureate Education, Inc., 2009). Piter et al. discussed how "student-created multimedia is a natural environment for cooperative learning" (Pitler, et al., p. 141). These artifacts can be WebQuests, web sites created by the students, blogs, web-enabled games and so on. These strategies and other communication software can facilitate "powerful collaboration at any time of day and from any geographical location" (Pitler, et al., p. 154).
This exponentially expands the aforementioned MKO part of the equation for the ZPD and the possibilities are endless!
Balkcom, S. (June 1992). Office of Research, Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. Cooperative Learning. Retrieved July 26, 2010, from http://www.emtech.net/learning_theories.htm#Bandura1.
Laureate Education, Inc. (Producer). (2009). Social Learning Theories [Motion Picture]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Cooperative Learning
According to Stephen Balkcom "Cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of learning activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn, thus creating an atmosphere of achievement." With cooperative learning, students get validation, socialization, and encouragement from each other that they wouldn't get from some of the other learning theories. Cooperatve Learning groups can "build trust, camaraderie, and taeamwork" (Piter et al., p. 140).
Cooperative Learning relates to social learning theories in several ways. For instance, Social Constructivism is an example of a social learning theory in which students are "actively engaged in constructing artifacts and conversing with others" (Laureate Education, Inc., 2009). Piter et al. discussed how "student-created multimedia is a natural environment for cooperative learning" (Pitler, et al., p. 141). These artifacts can be WebQuests, web sites created by the students, blogs, web-enabled games and so on. These strategies and other communication software can facilitate "powerful collaboration at any time of day and from any geographical location" (Pitler, et al., p. 154).
This exponentially expands the aforementioned MKO part of the equation for the ZPD and the possibilities are endless!
Balkcom, S. (June 1992). Office of Research, Office of Educational Research and Improvement (OERI) of the U.S. Department of Education. Cooperative Learning. Retrieved July 26, 2010, from http://www.emtech.net/learning_theories.htm#Bandura1.
Laureate Education, Inc. (Producer). (2009). Social Learning Theories [Motion Picture]. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 21, 2010
Week 4 - Constructivism in Practice
In chapter 11 of the course text, generating and testing hypotheses were discussed. When students engage in these strategies “they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler et al., 2007, p. 202).
Project-based learning tools correlate to the instructional strategy and constructivist/constructionist learning theories. In a constructivistic/constructionistic learning environment, “the instructor acts as a facilitator and guides the learners along their paths of learning (Orey, 2001). It is more learner-oriented. "The important part of constructivism is making some sort of artifact" (Laureate, 2009). The tasks discussed in chapter 11 have students creating some sort of artifact using educational technology. "Spreadsheet sofware, data collection tools and Web resources" are available to students to help them create their artifacts (Pitler et al., 2007, p. 203).
Laureate Education, Inc. (Producer). (2009). Brain Research and Learning [Motion Picture]. CognitiveLearning Theories. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved July 19, 2010 from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
In chapter 11 of the course text, generating and testing hypotheses were discussed. When students engage in these strategies “they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler et al., 2007, p. 202).
Project-based learning tools correlate to the instructional strategy and constructivist/constructionist learning theories. In a constructivistic/constructionistic learning environment, “the instructor acts as a facilitator and guides the learners along their paths of learning (Orey, 2001). It is more learner-oriented. "The important part of constructivism is making some sort of artifact" (Laureate, 2009). The tasks discussed in chapter 11 have students creating some sort of artifact using educational technology. "Spreadsheet sofware, data collection tools and Web resources" are available to students to help them create their artifacts (Pitler et al., 2007, p. 203).
Laureate Education, Inc. (Producer). (2009). Brain Research and Learning [Motion Picture]. CognitiveLearning Theories. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved July 19, 2010 from http://projects.coe.uga.edu/epltt/.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, July 14, 2010
Week 3: Cognitive Learning Theories
Unlike the behaviorist theory that focuses on rewarding desirable behavior and punishing undesirable behavior, cognitive theories focus on mental processes and memory.
Q: How do the instructional strategies we explored this week correlate with the principles of cognitive learning theory?
A: Cues, questions, and advance organizers focus on "enhancing students' ability to retrieve, use, and organize information about a topic" (Pitler et al., 2007, p. 73). In other words, it focuses on memory. Power Point advance organinzers have been shown to help students retain "more information than those who did not receive this type of multimedia advance organizer" (Pitler et al., 2007, p. 82). Marzano et al. have shown that "higher-order questions produce deeper learning than lower-order questions do" (Pitler et al., 2007, p. 78). Deeper learning means better associations and connections to retreive the information later - i.e. memory (short-term to long-term).
A: Summarizning and note taking focus on "enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler et al., 2007, p. 119). This is a mental process, hence cognitive. Summarizing and note taking help students to "process information" and that is the Information Processing Model - a Cognitive Learning Theory.
A: One of the components of the Cognitive Learning Theories" is Concept Mapping. Concept mapping is a graphical way of "replicating a network model for a content area" (Laureate, 2009). The networking referred to is the networking of the brain and how it remembers things.
A: Virtual Field Trips are a powerful tool to "create episodes that you can tie to constructionistic activities that gives them (students) a basis to make rich connections" (Laureate, 2009). This episodic memory is a type of long-term memory.
So, as you can see, many of the instructional strategies described in the resources we explored correlate with the principles of cognitive learning theory.
Laureate Education, Inc. (Producer). (2009). Brain Research and Learning [Motion Picture]. CognitiveLearning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Q: How do the instructional strategies we explored this week correlate with the principles of cognitive learning theory?
A: Cues, questions, and advance organizers focus on "enhancing students' ability to retrieve, use, and organize information about a topic" (Pitler et al., 2007, p. 73). In other words, it focuses on memory. Power Point advance organinzers have been shown to help students retain "more information than those who did not receive this type of multimedia advance organizer" (Pitler et al., 2007, p. 82). Marzano et al. have shown that "higher-order questions produce deeper learning than lower-order questions do" (Pitler et al., 2007, p. 78). Deeper learning means better associations and connections to retreive the information later - i.e. memory (short-term to long-term).
A: Summarizning and note taking focus on "enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler et al., 2007, p. 119). This is a mental process, hence cognitive. Summarizing and note taking help students to "process information" and that is the Information Processing Model - a Cognitive Learning Theory.
A: One of the components of the Cognitive Learning Theories" is Concept Mapping. Concept mapping is a graphical way of "replicating a network model for a content area" (Laureate, 2009). The networking referred to is the networking of the brain and how it remembers things.
A: Virtual Field Trips are a powerful tool to "create episodes that you can tie to constructionistic activities that gives them (students) a basis to make rich connections" (Laureate, 2009). This episodic memory is a type of long-term memory.
So, as you can see, many of the instructional strategies described in the resources we explored correlate with the principles of cognitive learning theory.
Laureate Education, Inc. (Producer). (2009). Brain Research and Learning [Motion Picture]. CognitiveLearning Theories. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, July 8, 2010
Week 2 - Behaviorism in Practice
How do the instructional strategies described in the resources we explored this week correlate with the principals of behaviorist learning theory?
Orey stated that "behaviorism is primarily concerned with observable and measurable behavior." B.F. Skinner, in studying operant conditioning, taught reinforcement of desirable behaviors and punishment of undesirable behaviors.
Chapter 8 is called "Reinforcing Effort." Effort, then, is a desirable behavior. "Effort is the wisest choice for someone who intends to achieve success or maintain it" (Pitler et al., 2007, p. 156). It plays a "strong role in motivation for learning" (Pitler et al., 2007, p. 156). The authors tell us that effort can be tracked. It is reinforced and it is measurable; therefore it correlates to behaviorism. We go on to read about spradsheets and data collection that can be graded using rubrics. Teachers can show students that there is a "relationship between effort and achievement (the desirable behavior)" (Pitler et al., 2007, p. 164).
Chapter 10 is called "Homework and Practice." Marzano believes that "students need about 24 practice sessions with a skill in order to achieve 80-percent competency" (Pitler et al., 2007, p. 188). This definitely supports the drill and practice approach which is often achieved using technology. Drill and practice correlates to the behaviorist learning theory. Online tutorials, software programs, spreadsheet applications, just to name a few, can provide the necessary practice that will lead to a mastery of a skill
So, then, it does seem that there is a correlation with behaviorist learning theory and contemporary instructional strategies and they are often achieved via the use of technology.
Reference:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey stated that "behaviorism is primarily concerned with observable and measurable behavior." B.F. Skinner, in studying operant conditioning, taught reinforcement of desirable behaviors and punishment of undesirable behaviors.
Chapter 8 is called "Reinforcing Effort." Effort, then, is a desirable behavior. "Effort is the wisest choice for someone who intends to achieve success or maintain it" (Pitler et al., 2007, p. 156). It plays a "strong role in motivation for learning" (Pitler et al., 2007, p. 156). The authors tell us that effort can be tracked. It is reinforced and it is measurable; therefore it correlates to behaviorism. We go on to read about spradsheets and data collection that can be graded using rubrics. Teachers can show students that there is a "relationship between effort and achievement (the desirable behavior)" (Pitler et al., 2007, p. 164).
Chapter 10 is called "Homework and Practice." Marzano believes that "students need about 24 practice sessions with a skill in order to achieve 80-percent competency" (Pitler et al., 2007, p. 188). This definitely supports the drill and practice approach which is often achieved using technology. Drill and practice correlates to the behaviorist learning theory. Online tutorials, software programs, spreadsheet applications, just to name a few, can provide the necessary practice that will lead to a mastery of a skill
So, then, it does seem that there is a correlation with behaviorist learning theory and contemporary instructional strategies and they are often achieved via the use of technology.
Reference:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Subscribe to:
Posts (Atom)
