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