Course Reflection... New and Improved Way of Learning

During the first week of class, I expressed that I had an eclectic approach to learning theories in which I use in my classroom. While I have not necessarily completely modified my personal learning theory, this course, however, has helped me understand how these theories are actually represented in my classroom. For example, I did not include the social learning theory as one that I necessarily think of when teaching; when in fact, this theory is thoroughly utilized every day. I have students working together in groups to find a solution to a problem or to defend a theory and by working in partners to reflect on a lesson by using the think-pair-share strategy. It was written in the section “Social Constructivism” of Dr. Orey’s (2001) book that:

Each of us has a uniquely constructed version of reality that we carry around with us in our day-to-day experiences as human beings. Two people looking at same thing together never actually see the same thing in the same way. (para. 26)

For this reason, I find it is important that students have the opportunity to learn things from their classmates who will have a different perspective. This gives students the chance of truly respecting the background, experiences, and thoughts of their classmates. In fact, I would like to use this quote when teaching students why and how we work together.  

While planning lessons, I always strive to present information differently in order to reach as many learning styles as possible. In the past, this may have been in the form of working together, hands-on experiences, or movement. While this will certainly not change, an adjustment that is necessary in my planning however is the need to incorporate technology as a learning tool. Pitler, Hubbell, and Kuhn (2012), express that technology helps educators more effectively differentiate instruction, reach multiple learning styles, and engages students in the classroom.

One of the technology tools that I have been head-over-heels excited to utilize in my classroom is VoiceThread. It is a simple and easy to understand tool that can be used both as Dr. Orey (Laureate Education, Inc., 2011b) describes an instructional tool and a learning tool. I have the desire to create how-to videos for students to view at home. Many students understand the material when in the classroom, but have a hard time when there is not any help available. Furthermore, I want the responsibility of creating these how-to videos to transfer to my students. After they have seen quality threads created by me, they will have a clear understanding of what is expected of them. Pitler et al (2012) also expresses that VoiceThread provides students the opportunity to communicate with each other and provide feedback.

The second technology tool I would like to use with my students would be virtual field trips. According to Dr. Orey (Laureate Education, Inc., 2011a), virtual field trips provide students the chance to go and experience a place that you cannot physically go. Furthermore, it provides students the opportunity to use the part of the brain that processes images which results in the learners’ ability to process both the image and the discussion that is taking place simultaneously.

My first goal for making a change toward technology is simply to put it in the hands of my students. While technology may not be completely available all the time, arrangements can be made and certainly lessons can be created that involve student use of technology. My second goal is to create a more student-centered classroom. I understand that this may not be a completely easy task at first, but I will start slow so that I can begin making this transition. Fulfilling the first goal will of course lead into the second, but I also want to make other aspects of my lesson fit the second goal as well. As I mentioned earlier, I use many other strategies that are not necessarily technological related, but these also can be used in a student-centered classroom.  

References:

Laureate Education, Inc. (Producer). (2011a). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program thirteen: Technology: Instructional tool vs. learning tool [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E.R. & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Social Learning Theories... Cooperative Learning

According to Dr. Orey (Laureate Education, Inc. 2011) social learning theories can be defined as students who are actively involved in their learning and are communicating with others. Lev Vygotsky introduced the world to the Zone of Proximal Development (ZPD). Shortly put, the zone of development is what the student already knows, can do on his or her own, and what that student can do with the help of a more knowledgeable other. The use of collaborative learning in classrooms meets both Dr. Orey’s definition of a social learning theory and Vygotsky’s ZPD.  

Collaborative learning, according to Hubble, Pitler, and Kuhn (2012), “Provides an environment where students can reflect upon newly acquired knowledge, process what they are learning by talking with and actively listening to their peers, and develop common understandings about topics” (p. 73). While students are working together, Vygotsky’s ZPD is represented since students are not only collaborating, but they are also teaching one another. When this occurs, a more knowledgeable other is helping a teammate reach the next level of understanding. Teachers are also available to be the more knowledgeable other as needed.

Technology can help connect students both inside and out of the classroom and help organize material for cooperative work. As discussed in other postings, both wikis and blogs provide students with the opportunity to communicate and work together to create a resulting artifact, but there are other technologies available for students such as Facebook, Skype, and Instant Messaging.

One of the reasons I love utilizing cooperative learning in my classroom is the fact that students are given roles to perform that allow students to be involved in their learning, but they are also responsible to their group-mates. There are several styles of groupings that can be created in order for students to learn with each other such as the jigsaw strategy. In this strategy students are responsible for being experts in one group and then changes groups so that he/she can teach other classmates. This strategy is very simply described in the YouTube video The Jigsaw Classroom (gummy bear style). Other styles include diversity groups, pair-share, and peer-led conferences (Orey, 2001).

Cooperative learning allows students to work together to explore and construct knowledge and understanding from a lesson and build 21^st skills by incorporating technology. Through collaborative learning, both the individual and the environmental social setting is addressed and utilized (Orey, 2001)

References:

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Voice Thread...

This is my first Voice Thread! The visual/audio presentation is made for fifth graders exploring photosynthesis.
https://voicethread.com/share/5196956/

Constructivism and Constructionism... There's a Difference!?

Constructivism and constructionism are easily interchangeable for some, but the truth is, they have differences. According to Dr. Orey (Laureate Education, Inc., 2011), constructivism is a process where learners construct meaning according to their own personal experiences. While constructionism also follows that same belief, it further includes the necessity for learners to construct or build a product, or artifact. This theory maintains the belief that people learn best when involved in hands-on experience. Furthermore, Dr. Orey explains that constructionism has four mechanisms for learning: equilibration, assimilation, accommodation, schema. Equilibration is the human’s natural happy place – the balance of what one knows compared to reality. Assimilation is taking new experiences and making them fit with what one has already experiences. When humans experience something completely new, they must accommodate this new information.

With the implementation of these theories, students construct their own knowledge through project and problem based learning. With this in mind, it is easily understood that the classroom environment should be student-centered. In this strategy, teachers transition into the role of a facilitator and motivator. In the section, “Constructionism, Learning by Design, and Project Based Learning,” of Dr. Orey’s (2001) book, it is revealed that project based learning results in a learner created product. Not only does this correlate with constructionism in the fact that an artifact is created, but students are collaborating with classmates, searching resources, organizing, presenting, reflecting, etc., and therefore, students are progressive in their own learning.

Additionally, through project and problem based learning and testing hypotheses, students are involved in new experiences. Consequently, Dr. Orey (Laureate Education, Inc., 2011) believes that disequilibration has occurred. He states that educators want students to be fully engaged in their investigations so that they must assimilate and accommodate these new experiences. In order to return to equilibration, learners can utilize technology tools. Pitler, Hubble, and Kuhn (2012) suggests that the use of brainstorming software such as Inspiration can help students organize their higher-level tasks and education spreadsheets can calculate results automatically. Instructional interactives allow virtual experiences that may otherwise not be accessible in real life. NOVA Building Big is such an example as provided by Pitler et al.

Constructivism and constructionism theories provide promising learning experiences for students. In order to prepare our children for a successful future, it may mean that learners should take charge of their own learning and make decisions as cultivated through problem and project based learning and through creating and testing their own hypotheses.

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD

Congnitivism in Classroom Practice... I Think So!

According to Dr. Michael Orey, (Laureate Education, Inc., 2011) the cognitive learning theory represents the brain’s dynamic of processing information in three different stages. In the first stage, our brain receives information (sensory input) and then the information enters our working or short-term memory. If we process that information and practice it through rehearsal, it enters the last stage, long-term memory. As educators, it is our job to transfer knowledge to our students so that information enters our learners’ long-term memory. In the book Using Technology with Classroom Instruction that Works (Pitler, Hubbell, & Kuhn, 2012) and Laureate Education, Inc.’s two video segments (2011a, 2011b), several strategies are introduced that incorporate technology as well as support the cognitive learning theory that embrace multiple senses.

In order for information to enter into long-term memory, students need to build networks in which connections are made with other information and then strengthened by elaboration and providing students with multiple learning opportunities (Laureate Education, Inc., 2011a). Additionally, connections can be strengthened by providing visuals. Dr. Orey stresses that the brain can remember and recall images and texts better than text alone. Therefore, when teachers provide students with visuals, student understanding is increased because they are more likely to remember information when it is paired with an image. Dr. Orey provides the example of a picture of a cat. The brain not only remembers the picture but the text “cat” as well.

Using a Virtual Field Trip in your classroom is a strategy that allows students to experience of traveling to destinations that they may not physically go (due to environment, finances, etc.) such as at the Smithsonian. Dr. Orey (Laureate Education, Inc., 2011b) explains that virtual field trips create episodic memories for students in which rich experiences are created. Furthermore, connections are strengthened because students are not only provided with a visual but also the verbal text associated with the image. Networks are created and strengthened when students relate the new information gathered from the field trip to prior knowledge.

In order for information to enter long-term memory rehearsal is essential. Educators should provide students with multiple ways of learning information so they are more likely to remember the connection at a later time. Technology can provide teachers and students several ways of rehearsing a topic. Hubbell et al. (2012) discussed the idea of a graphic organizer and Dr. Orey (Laureate Education, Inc., 2011a) expresses that a concept map resembles the network of the brain. Students are able to experience information such as in the form of a virtual field trip and then create a concept map based on their learning. Concept maps are created with text and illustrations could be included to incorporate visuals. Technology can also be utilized while summarizing and note taking. Hubbell et al. presents the idea of using a word processing application to complete a combination notes format. Students take notes using words and illustrate their drawing for clarification.

The cognitive learning theory involves three stages: receiving, processing, remembering information. It is an educator’s responsibility to provide learning opportunities that strengthen connections that students make with the information they receive. This allows them to process information and rehearse strategies that move the information from the working memory to the long-term memory. Consequently, students’ achievement will increase.

References:

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Behaviorism Influences Classroom Instructional Strategies.... What?

When asked how behaviorism is encouraged in your classroom, I believe most educators would either respond with the thought of reinforcement and punishment as related to behavior management or with the belief that behaviorism has nothing to do with student learning. However, when we look deeper into the theory we will notice that behaviorism can be found in many instructional strategies and is certainly present in most classrooms. For this particular post, I will be discussing the strategies of reinforcing effort, providing recognition, assigning homework, and proving practice which are addressed by Howard Pitler, Elizabeth Hubbell, and Matt Kuhn (2012) in the book, Using Technology with Classroom Instruction that Works.

Melissa Standridge states that behaviorism includes the idea that students should be rewarded when desired behavior is expressed (Orey, 2001). This strategy stretches beyond that of behavior management and includes providing recognition and reinforcing student effort. Effort is certainly a desirable behavior that students should exhibit in the classroom in order for individual success. Furthermore, when teachers provide recognition of that effort, students should respond positively and strive to continue to put forth their best effort to reach the next level, whether that level is reading a hundred and twenty words per minute or seventy. Technology can be a great asset for supporting this strategy. Certainly teachers have been doing the following without technology, but technology brings recognition of students to a broader audience than just the classroom. For example, instead of displaying work on a classroom bulletin board for “school eyes only,” student work can be showcased online through a blog or a classroom website. In fact, student work that is completed offline can be scanned and uploaded to the internet for a wider audience to admire. Additionally, Howard, Hubbel, and Kuhn (2012) provide readers with a link to a free online badge generator. Students receive recognition through these badges by hand since they are available for printing or online as teachers may decide to present them virtually.

Practice and homework may not be easily seen as a correlation with behaviorism, but in the same way that student behavior is not perfected after the first time a student must pull a card or move a clothespin, neither is learning perfected after a topic is initially taught. Therefore, practice directly correlates with the behaviorist learning theory in that practice is necessary for the behavior to improve. In fact, Mark Smith (1999) writes that practice, “Is necessary for learning to take place” (para. 4). Dr. Michael Orey (Laureate Education, Inc., 2011) expresses that B.F. Skinner, an early behaviorism advocate, stemmed the idea of programmed instruction. Today, students and teachers can take advantage of the online programs available that provide access to such applications. Online programs easily provide students with the needed practice the individual student requires. First, a small amount of information is presented, and then, a question is asked. When answering the question, if the student responds with a correct answer, he or she can continue. If a wrong answer is given, however, the student receives further support from the program in order to reach the correct answer.

Overall, educators should consider behaviorism as a theory that influences our classroom in more ways than just behavior management as seen in the examples provided. When teachers reflect on Skinner’s ideas that behavior can be shaped by reinforcement, educators are more likely to reinforce and recognize student efforts which include practice and homework.

References:

Laureate Education, Inc. (Producer). (2011a). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection: The End of a Class Leads to a New Classroom

I received my teaching degree from a technological university. Here I developed a love for incorporating technology into my lessons. Using video clips to enhance and clarify points in the lesson, playing music on the computer and having students create movements to help them remember certain lesson topics, and using an interactive white board where students can move the moon around the earth and experience the different moon phases, have all been an exciting addition for both my students and me. During this class however, I have developed a passion for technology and the possible capabilities for providing students structured and engaging lessons.

Previously, blogs, wikis, and podcasts were foreign to me. Sure, I have heard of them, but was neither really interested personally nor professionally. I certainly had no idea how any of them could be used in a classroom. But first, as an educator trained in the “old way of teaching” I needed to buy into Douglas Rushkoff’s idea of a “society of authorship” as discussed in Will Richardson’s (2010) book, Blog, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms. This is the idea that everyone has the ability to share their ideas and experiences with the world. Everyone? Yes, even my students! When students create work that is published for a world-wide audience, their assignment’s worth of purpose has increased dramatically. They are no longer sharing information for just their classmates or for a grade.

In order to transform my classroom environment into technology happy zone, I have established two goals. The first is to incorporate these three new skills (blogs, wikis, podcasts) into my classroom. Since I am still a novice, I believe it is necessary to begin slowly. First, I want to create a class blog. It will begin, in what I believe, as a very simple blog. Homework and announcements will be written for both parent and student accessibility. The most important part? Well, the students, parents, and I will be able to communicate and discuss through the blog. It is my wish that both the learners and the parents will see the benefit of this communication through the experience they are gaining with the tool. Then, I can slowly introduce the blog more fully into the classroom. Perhaps there will be group blogs or even each student will have one where academic writing will take place. Next, wikis will be introduced as a communicative and publishing tool. Personally, I cannot wait to infuse podcasts into my curriculum. I believe it would be a tool the students would absolutely love to create and publish on their blogs.

I believe with the addition of these tools in my classroom, transforming from a teacher-centered to a student-centered classroom can be done a little easier. I do believe that this transition will be somewhat difficult since increased time is necessary in order to plan the lessons and my role as a teacher will morph into that of a guide. Truthfully, I believe that there are times where the traditional classroom “teacher” is needed but also where a problem based lesson is also preferred. Perhaps, once I begin to incorporate more student-centered lessons into my classroom, I will see even more possibilities I had not even imagined.

My second goal deals with the school environment as a whole. It is necessary that my students continue to gain technology skills as they progress through the grades. Since technology is part today’s society students need to be surrounded by it in all classrooms. Therefore, learning skills just in my classroom, or even in a few, is not enough. My goal is to teach my peers technology skills available for them. I know that many of my colleagues are intersected but they simply do not know where to begin or the tools available. It is my wish that these teachers will receive hands-on learning so they also may become comfortable. In order for our students to embrace technology in our schools, first it should be available to our teachers.

Many of the items on the checklist are ones that I do incorporate, such as student collaboration, or would like do more often. I have not yet had a classroom of my own other than student-teaching, substituting, and filling the occasional leave of absence in the past; therefore, my answers have not necessarily changed because without a classroom, they cannot change. With that being said however, once my circumstances are different, there is no stopping me.

References
Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.

Profiling the Students of Today

Partnership for 21st Century Skills... Heard of it?

For my next assignment, I am to become familiar with The Partnership for 21st Century Skills (P21) website. First and foremost, this organization understands that, “Every child in the U.S. needs 21st century knowledge and skills to succeed as effective citizens, workers and leaders” (P21 Mission Page). Educators have been preparing our nation’s children for their future since the beginning of education, but today’s skills are continuously changing before our eyes. Yes, students still need the basic academic knowledge, but technology skills are in high demand. P21 does not ask that we abandon those basics but extend and infuse them into a learning classroom environment that resembles the real world that we actually live in. This is done by establishing P21s 4Cs: critical thinking and problem solving; communication, collaboration; creativity and innovation.

Over the past few years, my state began to slowly incorporate the Common Core State Standards (CCSS). There has been controversy over whether or not these standards are what our state’s education system needs. However, P21 advocates that their 4Cs and the CCSS are closely aligned and work well together. Either way, our state is moving onward with the adoption of CCSS and P21 provides a Common Core Toolkit to help guide the alignment.

P21 lists seven strategies for a successful initiative for a Leadership State. Of the seven listed I disagree with part of the fourth. They write, “Many states allow students to earn a high school diploma with eighth or tenth grade knowledge and skills (or less). Higher standards are essential” (P21 State Initiatives Page). While I do believe high standards are essential and that competing in a global economy is a high priority, not all students desire this path. There are many who know what they want to do with the rest of their lives, which most of the time has nothing to do with technology or competing in a global economy. This is not to say that I believe it to be the wisest choice but nothing is wrong if these students become a productive member of society in a different manner than what we may expect of them. However, by creating this new technological environment that infuses basic knowledge with that of career ready skills, perhaps students will be encouraged to proceed in school.

Lastly, while viewing the 21st Century Skill Science Map, I focused my attention on the fourth grade outcomes. I believe that many of the outcomes listed are what any educator desires for their students. A difficulty I found in establishing the 21st century skills listed on the map is that I do not have access to equipment that they list, such as probeware and GIS/GPS tools, and my district does not have the funds to supply their classrooms with these supplies.

Overall, P21 is an organization deeply rooted in improving our schools for the future of our students and our nation.

Blogs in the Classroom

“Post an idea for how you might use a blog in your classroom.” That is the statement I am to answer for my first blog post. Before reading the required text for my course, Blogs, Wikis, Podcasts, and Other Powerful Web Tools for Classrooms by Will Richardson, I decided that I did not want to post any idea that Richardson suggested in his book. I had a lot of ideas, so I thought I would be in the clear. But as I read, I noticed that all my previous ideas were already written in black ink. So, I needed to think of another. I read the word “expert” several times in chapter three, and finally, it hit me – EXPERTS!

In the well-known “Jigsaw Strategy,” students become experts. If you are new to this strategy, it works like this. Students are separated into groups – let’s just say there are five groups with four students in each. This is called their “Home Group.” Within a group, students are then numbered one through four. At this point, students leave their home group and form a new group – all the ones are a group, all the twos, and so forth. These groups are called an “Expert Group.” Expert groups are responsible for becoming experts on a certain topic. Then, they bring their expertise back to their home group. Therefore, each member in the home group is now an expert in a different area and will teach the other members in their home group. Overall, not only will students learn the section, but they must teach it as well; and I certainly believe we learn as much from reading as we do from teaching.

Many teachers using this strategy assign expert groups a certain section in a textbook chapter. So, these fifth grade expert groups will receive a certain section in a science textbook chapter. As an expert group, they will work together to find the main parts (important information) of the section they believe is imperative to share with their home group.

So, where’s the blog? In the end, each expert group will make a “potential” blog post. Individually, students in the expert group can decide to either post the information on the home group’s blog as is or edit the post additionally to meet the specific needs of the home group. As mentioned, each home group will have a blog. It is the responsibility of each member of the home group to submit the post of their expertise. Once the posts have been made, students have essentially written a student version of a chapter in their textbook. Furthermore, it is essential that members of the home group read each member’s post (and perhaps even the blogs of other home groups!) as well as comment, ask questions, etc.

Overall, students are working collaboratively face-to-face and online through blogs. In the later, students are not only blogging to inform their group, but also the world audience. Altogether, this blog is a place for students to interact about content, showcase their work, and share learning with a larger community.