Connectivism and Social Learning in Practice

Social learning theories are all about working together, creating and artifact and learning information in a group. In our text this week, we learned about cooperative learning. Cooperative learning is when students interact with others in a group to learn. The interaction with others helps the learning to take place. This is an epitome of social learning theories. Technology can help this skill and learning theory come alive. Sometimes when one works in a group it is hard to find time to coordinate to accomplish the task. Technology allows learning to happen anytime, anywhere- students would not have to work face to face.

I believe that blogs and wikis are two great resources where students can use cooperative learning. A wiki is one huge cooperative learning site if the teacher allows the student to edit. If it is just the teacher’s wiki it is not as geared towards cooperative learning. Blogs are another place that students can communicate with each other, especially if they were working on a project together.

I am not sure I would want to use facebook as a social learning site within my classroom because technically you are suppose to be 13 to have a facebook page and 5^th graders are not that age. I hesitate with technology when it comes to that; I am too afraid my students would use it incorrectly- for only social purposes not academic purposes.

I browsed through the webquest site (http://webquest.org/) . That is a terrific resource. I searched 3-5^th grade Social Studies and there were some amazing webquests that have already been created just ready to be shared and used. I will need to take advantage of that site.  A webquest would be a great cooperative learning tool. 2 or 3 students could work on completing the quest together and it would enhance learning or deepen the topic that is being covered.

Voice thread was a new tool for me. I have learned so many new tools in my last two courses at Walden. At first, I was hesitant about it; but now that I have worked with it a little bit I can see its possible potential within the classroom. I can see how students could work on a voice thread in a cooperative group also.  They could create a voice thread in a group or individually, but commenting on a voice thread would be a way to learn from each other. My thought with my voice thread was that I have my students read Hatchet by Gary Paulsen or Island of the Blue Dolphins by Scott O’Dell during second quarter. Either before we start ready or after the first few chapters, I would have them watch and listen to this voice thread. They would be allowed to comment on it. It would serve as a teaser to a project that would complete. In groups of 2 or 3 they would need to describe and think about how they would survive is they were stranded and alone in the middle of the wilderness or on an island. They would need to tell me how they spend their days and what they would use and created to survive. They could then use a tool like power point, a wiki, or a blog to tell their story of survival. It would allow them to experience what the main character of their particular book experienced.

Voice Thread Link:  http://voicethread.com/share/2905961/

Cooperative learning has its time and place in the classroom. It should not be the only learning style used, but it should definitely be used. The students need to learn how to work in a productive group to create a finished product. I have not attempted to incorporate many of those technology tools mentioned within our text, but I guess it is time to step outside of my box and see if they are successful in helping my students learn.

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD

 

Constructionism

According to Dr. Michael Orey, constructivism is a theory where each person constructs their own meaning. Constructionist states that people will learn best when an artifact is created or built and they can share it with others. So students need to be actively involved in their learning and create a product that demonstrates their knowledge.

In our text this week, Using Technology in the Classroom that Works, we learned about an instructional strategy called generating and testing hypotheses. There are six steps that can lead teachers to generating and testing a hypotheses: 1) system analysis, 2) problem solving, 3) historical investigation, 4) invention, 5) experimental inquiry, and 6) decision making. I think this entire strategy ties directly to constructivist and constructionist learning theories, especially the last three steps.  Students look at a need and then attempt to create solutions to those needs. When the students create solutions, they will need to test them to see which ones work and which ones do not work as well and eventually they have to choose a solution that makes the most sense.  This is like the students learning information and then testing different ways to create an artifact to demonstrate that knowledge.

Our text recommends three specific technology tools that can be used to generate and test hypotheses. They are spreadsheet software, data collections tools, and Web resources. Spreadsheet software can be used to figure out date. For instance, maybe my students are studying the Great Depression and we decided to figure what people could really afford at this time.  I could use a spreadsheet to create a budget and the students could figure out the best way to get the most for the little amount of money that they had at that time. They can explore their best options, choose the option that allows them the most for the money that they have, and somehow present their choice to their classmates.

I do not teach science and seems as though the data collections tools work best with science. I may be incorrect in that assumption. Does anyone have other suggestions on how to use data collection tools?

The final tool was web resources.  This was my favorite idea. It is motivating, fun, and educational all tied into one. The students still have to explore all their options, make choices, and create a final product.   Our text gave a great example from www.making-history.com where the students become a leader in their country and they have to make policy decisions.  The students get to literally experience being an actual leader and will get to see the result of their actions and choices they made.

I need to incorporate more project-based learning into my classroom. It is a successful style that makes a lasting impression. To truly experience what they are learning will help my student move the knowledge into their long term memory.  The suggestions our text gives to incorporate technology in a constructionism way are very helpful.

References:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 19, 2012 from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Producer). (2012). Constructionist and Constructivist Learning Theories [DVD]. Bridging Learning Theory Instruction and Technology. Baltimore, MD: Author

Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: McREL

Cognitivism in Practice

The cognitive learning theory states that sensory input of information enters the brain and is put into short-term memory.  Through rehearsal of that short-term memory the information can be moved to long-term memory. That is the key- to get information into long-term memory.  There are only so many things we can remember at one time when we are overloaded with information, so connections need to be made.  Dr. Michael Orey said that there are many things that can help increase our students’ cognitive memory.  First off, teachers can integrate multiple senses into presentations.  Second, images can be a very powerful tool to help a student understand the information better.  Finally, elaboration with the information can help.  Elaboration is building numerous connections to the stored information.

This week in our course material we learned about two different instructional strategies.  The first one was cues, questions, and advance organizers.  Pitler, Hubbell, Kuhn, and Malenoski state that those instructional strategies, “focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (p.73) Cues and questions seem to go with elaboration.  Cues are reminders about what students are experiencing or going to experience. Elaboration is all about making more connections as many different ways as possible.  Concept mapping is a form of an advance organizer which will allow the students to focus on what they are being taught.  If I give my students an essential question to answer on a concept map and then, throughout the learning we fill in what they have learned- it will help imprint the information into their long-term memory. More connections, more visuals, and it will help organize their thoughts.  I think these are great teaching strategies to incorporate into one’s classroom.  Virtual field trips would make another connection by using multiple senses. It would be visual and auditory.  It would allow them to actually experience what they are learning.

The other teaching strategy we read about was summarizing and note taking.  These skills are all about taking information and condensing it into the important stuff.  Both help students focus on the main ideas and the details that support it.  Again, these are cognitive skills.  They will help students commit information to memory.

Learning about these different learning theories and then applying the information in my classroom is making me a better teacher. It has made me think more carefully about how I actually teach.

References:

Laureate Education, Inc. (Producer). (2012). Cognitive Learning Theories [DVD]. Bridging Learning Theory Instruction and Technology. Baltimore, MD: Author

Pitler, H., Hubbell, E.R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Denver, CO: McREL

Behaviorism in Practice

Behaviorists believe that in order to learn a skill it takes drill and practice to accomplish it.  The skill will not be instantaneously learned, it will take some time.  The more the skill is reinforced the more the students will want to achieve it. Dr. Michael Orey (2012) said behaviorism has two main parts: 1) reinforcing desirable behaviors and 2) punishing undesirable behaviors. 

In our text, Using Technology with Classroom Instruction that Works we read about two instructional strategies, one of which was homework and practice.  Homework and practice is used for students to better understand the concept they are learning and to become good at the skill.  Behaviorism says the same thing.  The more you practice, the better you become at something.  The chapter continued to give some great ways to incorporate homework and practice with technology.

The day before a social studies test, I create a review for my students that they can do on the Smart Board in small groups.  This is a way that I am helping them learn what they need to know, but I did it with technology and made it a little more hands-on.  I do not believe students need worksheet after worksheet to practice a skill.  Multiple, meaningful connections need to be made in order for a concept to be learned.

Take math for instance, knowing one’s basic math facts are important to help a student be successful in math.  There are many educational websites (that border on fun) to allow my students to practice those basic skills.  These resources can help students master a skill.  There are also many tutorial websites that students can walk through that will help reinforce a topic that is being learned.  These sites are effective; they should just not be the only method of teaching.

The second chapter we read from our course text was about reinforcing effort.  This is behaviorism through and through.   Reinforcing behaviors is a very strong and powerful way for a student to continue to do positive things and behaviors.  Students need to be taught about effort.  Effort can make a huge difference in the return of positive and negative outcomes.  If a student spends the night before studying for a test, the result may lead in a decent or bad grade.  If a student spends three days studying for a test, the result may lead to a great or decent grade.  Effort makes a difference.  Our text suggested how we could use a rubric and excel to have our students chart their effort and the results of their effort.  It was a great idea to have the students be involved in some self-evaluation and it would give them concrete evidence as to whether or not effort makes a difference.  Technology opens the door to many possibilities of reinforcing effort.

Behaviorism is in our schools today.  It does not make our schools ineffective.  Teachers need to continue to not solely focus on behaviorism and to incorporate multiple ways of learning skills. I believe all teachers want their students to succeed.  We need to focus on provided the best possible learning environment for our students.  Some students will need more practice than others and this is where drill and practice can become helpful for struggling students.  Students that excel need to be enriched in other ways.  We need to know our students and know what works best for each individual.

I found this quick, easy reference to behaviorism in the classroom:
http://viking.coe.uh.edu/~ichen/ebook/et-it/behavior.htm
Simple- but an overview.

References:

Laureate Education Inc. (2012). Behaviorist Learning Theory. Retrieved from http://www.sylvan.live.ecollege.com

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.