Connectivism and Social Learning in Practice
“The main purpose of cooperative learning is to actively involve students in the learning process” (Orey, 2001). There are many different strategies that can be used when implementing cooperative learning in the classroom. Along with these strategies, there are also many pieces of technology that support this cooperative learning.
When implementing a cooperative learning activity in my room, I create my groups in a variety of ways. It is recommended that the groups are kept to a manageable size, and are formed based on a “variety of criteria” (Pitler, Hubbell, Kuhn, Malenoski, pg 140). The sizes of my groups are based upon the activity that we are completing in class. Sometimes, they consist of only two students, while other times they can consist of five students. When choosing these groups, I have used the strategy of pulling numbered popsicle sticks, heterogeneous ability grouping, and counting off to name a few. Again, depending on the activity will help me in deciding how I am going to group the students.
When reading the resources for this week, I confirmed an idea that I have been thinking about for a couple years. For the past few years, I have wanted my second grade students to have pen pals with students in a different state or country. Some of my students aren’t privileged enough to visit places, so having a pen pal in a different part of the world could give them an idea of how different things are in other parts of the states or world. With sites such as epals, my students could have the opportunity to complete this task.
As far as bookmarking sites, a fellow colleague and I just recently created an account on delicious.com, so that we could share and add to the different sites that we use within our classroom. Not only did we think that our fellow second grade teachers would enjoy and continue contributing to this site, but we also felt that it would be an easier way to quickly access a site for our students to use in class. With the use of this site, we don’t have to bookmark our favorite sites on the different computers we use. Rather, we can just go to delicious.com on any computer to find the site we are looking for.
When students are collaborating and working cooperatively with one another, they are given the opportunity to create their own knowledge. In working together, they are helping and teaching one another, which in turn deepens their understanding of the subject. Cooperative learning helps students to “enhance their learning” (Pitler, Hubbell, Kuhn, Malenoski, pg 139).
References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 28, 2010
Tuesday, July 27, 2010
Voicethread Assignment
Here is the URL for my Voicethread assignment for week 5. My Voicethread deals with my school's decision on what we are doing with Writing, or rather, what we are discussing about doing with our Writing curriculum.
http://voicethread.com/share/1258211/
I would be interested in hearing about what other schools are doing with their Writing program/curriculum.
Thanks,
Melissa
http://voicethread.com/share/1258211/
I would be interested in hearing about what other schools are doing with their Writing program/curriculum.
Thanks,
Melissa
Wednesday, July 21, 2010
Constructionism in Practice
Constructivism in Practice
Constructionism engages a student in learning and creating. This creating and experimenting allows students to make their own assimilations and accommodations for the concepts that they are learning (Laureate, 2009). In doing so, students are building a better understanding.
I think the idea of project-based and problem-based strategies being used in the classroom is very beneficial for the students. When I assign a project to the students, they become very excited. This excitement opens their mind for more learning. The students are much more aware of what they are doing and what they are learning, when they are interacting with the concept. My students enjoy making Powerpoints, Imovies, and simply using the Internet to research for their assigned topic. When telling the students that they were going to research and write a report for what we were learning, I expected them to moan and groan, but found that they were extremely excited, partly because they were able to use the computers to as a learning tool.
We also read this week about generating a hypothesis. As I was reading this, I was thinking about how it was a great strategy for the students. The process of doing this can help “increase motivation and retention in learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, pg 213) for the students. By creating a hypothesis, the students are in a way challenged to find if it is correct or not. For them to determine the validity of their hypothesis, they are going to need to collect data and research. Then after collecting the data students can record it in a Microsoft Excel program or a table. After being placed in these programs, they can manipulate the information to decide if their hypothesis is correct or not. If it is not correct, they can use their information to form a new hypothesis.
Not only is can constructionism benefit the student themselves, but it can also allow them to help their peers. By allowing students to construct their own project or solve the problem on their own they understand the process that they went through to find the resolution. After finding the solution, they are able to share their project with their peers. In having the students share with one another, students are learning not just about their project, but about all of the projects in class. At times, it is beneficial to let students work and create with a partner. When students work together with a peer or in a small group, they are able to bounce ideas off of one another, which gives them the opportunity to create a great project or solve a problem differently than they normally would have solved it.
I feel that constructionism is a strategy teachers should use when possible in class. It is a strategy that can be incorporated and integrated into the classroom in a variety of ways. When applying this technique in the classroom, children are able to create their own understanding and knowledge of the given topic.
References:
Laureate Education, Inc. (Executive Producer). (2009). 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.
Constructionism engages a student in learning and creating. This creating and experimenting allows students to make their own assimilations and accommodations for the concepts that they are learning (Laureate, 2009). In doing so, students are building a better understanding.
I think the idea of project-based and problem-based strategies being used in the classroom is very beneficial for the students. When I assign a project to the students, they become very excited. This excitement opens their mind for more learning. The students are much more aware of what they are doing and what they are learning, when they are interacting with the concept. My students enjoy making Powerpoints, Imovies, and simply using the Internet to research for their assigned topic. When telling the students that they were going to research and write a report for what we were learning, I expected them to moan and groan, but found that they were extremely excited, partly because they were able to use the computers to as a learning tool.
We also read this week about generating a hypothesis. As I was reading this, I was thinking about how it was a great strategy for the students. The process of doing this can help “increase motivation and retention in learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, pg 213) for the students. By creating a hypothesis, the students are in a way challenged to find if it is correct or not. For them to determine the validity of their hypothesis, they are going to need to collect data and research. Then after collecting the data students can record it in a Microsoft Excel program or a table. After being placed in these programs, they can manipulate the information to decide if their hypothesis is correct or not. If it is not correct, they can use their information to form a new hypothesis.
Not only is can constructionism benefit the student themselves, but it can also allow them to help their peers. By allowing students to construct their own project or solve the problem on their own they understand the process that they went through to find the resolution. After finding the solution, they are able to share their project with their peers. In having the students share with one another, students are learning not just about their project, but about all of the projects in class. At times, it is beneficial to let students work and create with a partner. When students work together with a peer or in a small group, they are able to bounce ideas off of one another, which gives them the opportunity to create a great project or solve a problem differently than they normally would have solved it.
I feel that constructionism is a strategy teachers should use when possible in class. It is a strategy that can be incorporated and integrated into the classroom in a variety of ways. When applying this technique in the classroom, children are able to create their own understanding and knowledge of the given topic.
References:
Laureate Education, Inc. (Executive Producer). (2009). 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, July 14, 2010
Cognitivism in Practice
Instructional strategies are just that, strategies. It is how the strategies are implemented by the teacher that determines if they are successful. Throughout this week, there were many different strategies that were introduced and presented to us. Any of these strategies would support the cognitive learning theories.
To be honest, when I read the titles of the chapters for this week, I was not overly excited to read them, as I thought I already do these with my students. However, after reading the chapters, I learned that there is much more I should be doing with my students to relate these items to their cognitive learning. Cues, questions, and advanced organizers all help students to "focus their learning" (Pitler, Hubbell, Kuhn, Malenoski, pg 73). Therefore, I should be "creating events" (Laureate, 2009) and experiences for my students. Using word processing programs to create pamphlets about a concept we are discussing can help the students to focus on the essential information. Setting up tables in a document for students can help them to better organize the information that they are learning. I have used sites like BrainPop and United Streaming with my students and found that they really enjoy learning information from how they are presented. However, I never thought of them as being cues or advanced organizers. Usually, I use these sites to wrap up a concept or introduce a concept.
Virtual field trips definitely support the cognitive learning theory. Dr. Orey stated that students remember images better than they do text that they have seen or read (Laureate, 2009). In a virtual field trip, there can be text but it is the images that students are going to relate to and more quickly remember. This tool is creating more of an impression than a reading from a book would. Personally, I can only learn so much from the text of a book. I would love to take virtual field trips and feel as though I am there learning and experiencing what I am being taught. It gives a sense of a more hands on approach.
Concept maps also tap into cognitive learning. I never explored concept maps, as I have this week. Honestly, I did not realize how these maps can be manipulated. While there is a lot of text on these maps, there is also the option to integrate pictures and images into the maps. Along with or in place of these images, links can be placed, allowing the student to go right to the site and explore the information farther.
In using a variety of instructional strategies, a teacher can also incorporate the different multiple intelligences. I feel that this is when the best learning takes place. When all of this, intelligences and strategies, is integrated together, you are reaching all of your students, as well as giving them multiple experiences with the concept being taught. Cognitive learning is about creating experiences and elaborating to give students the greatest chance of having the information stored in their long term memory. Using the many strategies from the readings this week, I feel is a great way to practice cognitive learning.
References:
Laureate Education, Inc. (Executive Producer). (2009). 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.
To be honest, when I read the titles of the chapters for this week, I was not overly excited to read them, as I thought I already do these with my students. However, after reading the chapters, I learned that there is much more I should be doing with my students to relate these items to their cognitive learning. Cues, questions, and advanced organizers all help students to "focus their learning" (Pitler, Hubbell, Kuhn, Malenoski, pg 73). Therefore, I should be "creating events" (Laureate, 2009) and experiences for my students. Using word processing programs to create pamphlets about a concept we are discussing can help the students to focus on the essential information. Setting up tables in a document for students can help them to better organize the information that they are learning. I have used sites like BrainPop and United Streaming with my students and found that they really enjoy learning information from how they are presented. However, I never thought of them as being cues or advanced organizers. Usually, I use these sites to wrap up a concept or introduce a concept.
Virtual field trips definitely support the cognitive learning theory. Dr. Orey stated that students remember images better than they do text that they have seen or read (Laureate, 2009). In a virtual field trip, there can be text but it is the images that students are going to relate to and more quickly remember. This tool is creating more of an impression than a reading from a book would. Personally, I can only learn so much from the text of a book. I would love to take virtual field trips and feel as though I am there learning and experiencing what I am being taught. It gives a sense of a more hands on approach.
Concept maps also tap into cognitive learning. I never explored concept maps, as I have this week. Honestly, I did not realize how these maps can be manipulated. While there is a lot of text on these maps, there is also the option to integrate pictures and images into the maps. Along with or in place of these images, links can be placed, allowing the student to go right to the site and explore the information farther.
In using a variety of instructional strategies, a teacher can also incorporate the different multiple intelligences. I feel that this is when the best learning takes place. When all of this, intelligences and strategies, is integrated together, you are reaching all of your students, as well as giving them multiple experiences with the concept being taught. Cognitive learning is about creating experiences and elaborating to give students the greatest chance of having the information stored in their long term memory. Using the many strategies from the readings this week, I feel is a great way to practice cognitive learning.
References:
Laureate Education, Inc. (Executive Producer). (2009). 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, July 7, 2010
Behaviorism in Practice
There are a large number of instructional strategies that teachers can use in the classroom with their students. All or many of these strategies rely on reinforcers to allow students to be successful. The level and type of reinforcer can be very different for each student and each strategy.
Reinforcing effort was one of the instructional strategies that we learned about this week. “Effort is the most important factor in achievement” (Pitler, Hubbell, Kuhn, Malenoski, 2007). Constantly, teachers are telling students to work their hardest and do their best on all of their assignments. In order for students to continuously do their best and put forth their greatest effort, they need reinforcement from their teachers, classmates, and/or family. This reinforcement can come in a variety of forms, from praising the student, to a good note home, or any other kind of reward. When a student receives this reinforcement, they know that they are doing a great job and will continue to put forth the effort that they need to in order to succeed in the classroom. On the other side of things, if a student is not receiving the reinforcement they would like, they know that they are not putting forth their best effort. Therefore, they will work harder to receive the reinforcement that they are looking for. Another way to reinforce the student’s effort is to track it electronically in a spreadsheet or data program. Students can follow the progress that they are making according to the effort that they are demonstrating in class and at home. Seeing the effort that they exhibit in class and the progress that they are making will motivate that particular student to keep working hard and trying their best.
Homework and practice was the other instructional strategy that we learned about this week. Every year, there are some students that do not bring their homework in much of the time, while other students work hard on their homework and always bring it in on time. Homework is important, as it “deepens their understanding of the content and gain proficiency with their skills” (Pitler, Hubbell, Kuhn, Malenoski, 2007). Usually the homework that I assign to my students reviews the math or spelling concept that we have learned that day. Also, my students have an assigned amount of time that they need to read a book of their choice each night, in order to strengthen their reading skills.
Normally, homework is checked, possibly reviewed in class and then forgotten. Technology can take homework and practice to a new level that will make it more meaningful. Keeping track of homework results on a spreadsheet will help the students’ view as to why they are or are not progressing in the concept and in class. Depending on how the data sheet is set up by the teacher, it can show where the student needs to spend more time studying and working to improve their grades in class. Also, with students today, it is very rare if they do not have access to a computer at home. Therefore, homework can be done or accessed on the computer. This option widens what can be done for homework. It allows the teacher to assign research projects, drill and practice sites to visit dealing with a variety of concepts, and so much more. Having access to technology is also great for the parents, as many teachers post the homework for the night or week on their websites, in order for parents or students to look ahead at what they will be doing or to remind themselves as to what they are to do that night for homework. Therefore, there is no excuse as to why they cannot get their homework finished.
Instructional strategies and behaviorism do go hand in hand, I believe. Whether a teacher realizes it or not, they are reinforcing a student’s behavior by the grades they give, or possibly even the tone of voice that they use with that student. Many technological programs can be used within the classroom to help the students put forth their best effort and succeed in school.
Resources:
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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Reinforcing effort was one of the instructional strategies that we learned about this week. “Effort is the most important factor in achievement” (Pitler, Hubbell, Kuhn, Malenoski, 2007). Constantly, teachers are telling students to work their hardest and do their best on all of their assignments. In order for students to continuously do their best and put forth their greatest effort, they need reinforcement from their teachers, classmates, and/or family. This reinforcement can come in a variety of forms, from praising the student, to a good note home, or any other kind of reward. When a student receives this reinforcement, they know that they are doing a great job and will continue to put forth the effort that they need to in order to succeed in the classroom. On the other side of things, if a student is not receiving the reinforcement they would like, they know that they are not putting forth their best effort. Therefore, they will work harder to receive the reinforcement that they are looking for. Another way to reinforce the student’s effort is to track it electronically in a spreadsheet or data program. Students can follow the progress that they are making according to the effort that they are demonstrating in class and at home. Seeing the effort that they exhibit in class and the progress that they are making will motivate that particular student to keep working hard and trying their best.
Homework and practice was the other instructional strategy that we learned about this week. Every year, there are some students that do not bring their homework in much of the time, while other students work hard on their homework and always bring it in on time. Homework is important, as it “deepens their understanding of the content and gain proficiency with their skills” (Pitler, Hubbell, Kuhn, Malenoski, 2007). Usually the homework that I assign to my students reviews the math or spelling concept that we have learned that day. Also, my students have an assigned amount of time that they need to read a book of their choice each night, in order to strengthen their reading skills.
Normally, homework is checked, possibly reviewed in class and then forgotten. Technology can take homework and practice to a new level that will make it more meaningful. Keeping track of homework results on a spreadsheet will help the students’ view as to why they are or are not progressing in the concept and in class. Depending on how the data sheet is set up by the teacher, it can show where the student needs to spend more time studying and working to improve their grades in class. Also, with students today, it is very rare if they do not have access to a computer at home. Therefore, homework can be done or accessed on the computer. This option widens what can be done for homework. It allows the teacher to assign research projects, drill and practice sites to visit dealing with a variety of concepts, and so much more. Having access to technology is also great for the parents, as many teachers post the homework for the night or week on their websites, in order for parents or students to look ahead at what they will be doing or to remind themselves as to what they are to do that night for homework. Therefore, there is no excuse as to why they cannot get their homework finished.
Instructional strategies and behaviorism do go hand in hand, I believe. Whether a teacher realizes it or not, they are reinforcing a student’s behavior by the grades they give, or possibly even the tone of voice that they use with that student. Many technological programs can be used within the classroom to help the students put forth their best effort and succeed in school.
Resources:
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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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