This week I am examining the use of Constructivism and Constructionism in the classroom. Constructivism is defined by Dr. Orey as "a theory of knowledge stating that each individual actively constructs his/her own meaning" (Laureate Education, Inc., 2008). He defines Constructionism as "a theory of learning that states people learn best when they build an external artifact or something they can share with others" or simply put, students get "involved in building stuff" (Laureate Education, Inc., 2008). I agree with Dr. Orey when he stated Constructionism is "more important to classroom teachers. (Laureate Education, Inc., 2008).
In Using Technology with Classroom Instruction that Works, I read about how technology can be utilized in implementing the instructional strategy Generating and Testing Hypotheses. I think this is a good fit for this week's learning theory. According to the text, "when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The students should be guided through a variety of structured tasks and should be able to describe their hypotheses and conclusions.
Technology enhances our use of this strategy thanks to the development of probeware and interactive applets which "allow students to spend more time interpreting the data rather than gathering the data" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The use of spreadsheet software, such as a teacher generated Microsoft Excel spreadsheet, allow the students to "compare their predictions to actual results without spending lots of valuable time doing calculations or designing spreadsheets" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Another option is for students to use data collection tools to "see the bigger picture and recognize patterns" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The text states web resources and gaming software "allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
This strategy demonstrates constructionism by having the student create an artifact through their development of a hypotheses and then testing that hypotheses. As they draw their conclusions and present their findings they have experienced constructionism.
Resources:
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology.
Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, May 26, 2010
Thursday, May 20, 2010
Cognitivism in Practice
Cognitivism is a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used. Dr. Orey adds that the Cognitive Learning Theory "revolves around information processing (Laureate Education, Inc., 2008). This week I am examining the correlation between the principles of cognitive learning theory and instructional strategies. These strategies will assist the student in moving information from the short-term memory to the long-term memory. In order for the student to be able to retrieve the information, we must develop as many connections to that material as possible. This is called the Elaboration Theory and it is defined as the "primary mechanism for storing information in long-term memory cna only process around seven pieces of information so it can be moved to long-term memory before more information is attempted to be presented.
The use of technololgy-based cognitive tools is valuable with today's digital native students. Many times, when students are using technology to learn, they forget they are learning. Cues, questions, and advance organizers improve the "students' ability to retrieve, use and organize information" that is presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Advance organizers help students to "focus on their learning" and are provided by teachers prior to a learning activity to "help them classify and make sense of the content they'll encounter" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Other ways to develop connections are with summarizing and note taking. These focus on "enhncing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski). All of these strategies can be presented using technology. The strategies listed provide elaboration of the concepts and will facilitate moving information to long-term memory.
An example of how this can be utilized in physical education is by taking my students on a virtual field trip. I find a "destination" of interest, http://www.fi.edu/learn/heart/index.html, and we are off. As we travel, we develop a concept map using http://www.bubbl.us/index to assist the students in organizing the information. This will help the student to "visualize ideas and connections between ideas" (Laureate Education, Inc.,2008). This trip integrates multiple senses while presenting the information and helps to move the information from short-term memory to long-term memory in a way that digital native students enjoy.
Resources:
Laureate Education, Inc. (Producer). (2008). Program six. Cognitive Learning Theories. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler. H., Hubbell, E., Kuhn. M., & Malenoski. K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
The use of technololgy-based cognitive tools is valuable with today's digital native students. Many times, when students are using technology to learn, they forget they are learning. Cues, questions, and advance organizers improve the "students' ability to retrieve, use and organize information" that is presented (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Advance organizers help students to "focus on their learning" and are provided by teachers prior to a learning activity to "help them classify and make sense of the content they'll encounter" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Other ways to develop connections are with summarizing and note taking. These focus on "enhncing students' ability to synthesize information and distill it into a concise new form" (Pitler, Hubbell, Kuhn, & Malenoski). All of these strategies can be presented using technology. The strategies listed provide elaboration of the concepts and will facilitate moving information to long-term memory.
An example of how this can be utilized in physical education is by taking my students on a virtual field trip. I find a "destination" of interest, http://www.fi.edu/learn/heart/index.html, and we are off. As we travel, we develop a concept map using http://www.bubbl.us/index to assist the students in organizing the information. This will help the student to "visualize ideas and connections between ideas" (Laureate Education, Inc.,2008). This trip integrates multiple senses while presenting the information and helps to move the information from short-term memory to long-term memory in a way that digital native students enjoy.
Resources:
Laureate Education, Inc. (Producer). (2008). Program six. Cognitive Learning Theories. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler. H., Hubbell, E., Kuhn. M., & Malenoski. K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 12, 2010
Behaviorism in Practice
As I continue my exploration of technology use in the classroom, I am always eager to learn new strategies. This week I am delving into reinforcing effort and homework/practice as they relate to the behaviorist learning theory. The strategy of reinforcing effort is defined as students comprehending the "relationship between effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). According to this week's resources, "homework and practice give students a chance to review and apply what they have learned" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These are not new strategies to me but some f the ideas presented provide a new angle from which to work.
As a middle school physical education teacher, I am enthusiastic about learning new approaches to reinforcing effort. Our text surmises that effort is the only source to success that is within an individual's control" (Pitler, Hubbell, Kuhn, & Malennoski, 2007). It is recommended that educators "explicitly teach students about the importance of effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). It is also suggested that "students keep track of their effort and achievement" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A good way to put these recommendations into practice is through the use of technology. One suggestion is to use a Microsoft Excel spreadsheet to help make a connection between effort and achievement. Developing a spreadsheet to utilize data provided by rubrics and grades is a user friendly way to connect these dots. The key to success with this strategy is developing a rubric that will show the students what effort looks like. The website http://rubistar.4teachers.org/index.php is a free tool to help teachers generate effective rubrics. This strategy demonstrates the behaviorist learning theory by providing evidence to the student that giving their best effort (stimulus) will result in positive results (response). It can also show them that giving less than their best effort can lead to negative results. This is a strategy I can put into action in my classroom to assist the students in giving their best effort. Another strategy discussed was the used of data collection tools and, in particular, surveys. I have found the website http://www.quia.com/ to be useful in delivering surveys.
"Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A statistic I find interesting is "students need about 24 practice sessions with a skill in order to achieve 80 percent competency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One web resource I use to provide practice with the concepts being studied in my PE class is http://www.quia.com/. the teacher inputs the material covered and the site generates activities and quizzes. The students access it for practice and review. The site provides instant feedback so the students know the area(s) that require attention. This is another example of how technology demonstrates the behaviorist learning theory. Homework and practice are important to students learning. "Web resources allow students to practice concepts and skills repeatedly from their home, during a study period, or even as an anchor activity in a differentiated classroom" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Plus, with our students being digital natives, this type of study is of interest to them. There are a vast number of web resources available to teachers, students, and parents. "As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2207). Using technology with classroom instruction that works. Alexandria, VA: ASCD
As a middle school physical education teacher, I am enthusiastic about learning new approaches to reinforcing effort. Our text surmises that effort is the only source to success that is within an individual's control" (Pitler, Hubbell, Kuhn, & Malennoski, 2007). It is recommended that educators "explicitly teach students about the importance of effort" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). It is also suggested that "students keep track of their effort and achievement" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A good way to put these recommendations into practice is through the use of technology. One suggestion is to use a Microsoft Excel spreadsheet to help make a connection between effort and achievement. Developing a spreadsheet to utilize data provided by rubrics and grades is a user friendly way to connect these dots. The key to success with this strategy is developing a rubric that will show the students what effort looks like. The website http://rubistar.4teachers.org/index.php is a free tool to help teachers generate effective rubrics. This strategy demonstrates the behaviorist learning theory by providing evidence to the student that giving their best effort (stimulus) will result in positive results (response). It can also show them that giving less than their best effort can lead to negative results. This is a strategy I can put into action in my classroom to assist the students in giving their best effort. Another strategy discussed was the used of data collection tools and, in particular, surveys. I have found the website http://www.quia.com/ to be useful in delivering surveys.
"Having students practice a skill or concept enhances their ability to reach the expected level of proficiency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). A statistic I find interesting is "students need about 24 practice sessions with a skill in order to achieve 80 percent competency" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One web resource I use to provide practice with the concepts being studied in my PE class is http://www.quia.com/. the teacher inputs the material covered and the site generates activities and quizzes. The students access it for practice and review. The site provides instant feedback so the students know the area(s) that require attention. This is another example of how technology demonstrates the behaviorist learning theory. Homework and practice are important to students learning. "Web resources allow students to practice concepts and skills repeatedly from their home, during a study period, or even as an anchor activity in a differentiated classroom" (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Plus, with our students being digital natives, this type of study is of interest to them. There are a vast number of web resources available to teachers, students, and parents. "As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Resource:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2207). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Subscribe to:
Posts (Atom)