My Reflection

Over the past couple of months, I have looked at several different theories of learning and instructional strategies as a part of my EDUC 6711 course at Walden University. In this weeks blog, I will reflect on what I have learned in this course and how my approach to the classroom has changed or stayed the same as a result.

In my first week of the course, I had to come up with a “personal theory of learning.” I stated that I like to try and have the learner be as active in the learning process as possible and that I believed strongly in cooperative learning. I felt like my personal theory fell mostly into the social learning theories, although I thought that other theories were present as well. I also stated that I liked to vary the strategies that I use so that the classroom stays fresh and does not get dull.

I feel that for the most part, my theory of learning has stayed the same. Still, the more I learned about all of the theories of learning that we looked at, the more I realized that that many of them are more present in my classroom than I thought. This course made me understand that I can be incorporating several theories at once in my classroom and that we can rarely be defined by just one at any time. It also showed me that technology advancements have made incorporating more theories into instruction more possible than ever before.

As a result of learning in this course, I will make a couple of immediate adjustments to my instructional practice regarding technology integration. First, I will make sure that I am using technology more as a learning tool instead of an instructional tool. For technology to be used as a learning tool, the students must be using it and be active with it and if they are not then it is just an instructional tool. I want to make sure that anything we are using has the students fully involved. I also want to move to using a majority of my graphic organizers on the computer. I feel this makes the use of organizers much more easy and capable of doing more.

Two technology tools that I would like to use more with my students from this course are concept mapping and VoiceThread. I want to use concept mapping more because it opens up webbing as a graphic organizer to new possibilities. The students can go to an online site and collaborate with each other no matter where they are. They can also use many things within these programs to make graphic organizers that could never be made on a sheet of paper. With VoiceThread, the students have an opportunity to come up with a presentation or a problem and post it to the web. They can comment on what each other are doing and then use it to strengthen the work they are doing in the classroom. It is a great tool that has a lot of potential that I have just began to scratch the surface of.

This course has expanded my repertoire of instructional skills greatly. I now have a better understanding of the different theories of learning and how they affect the student and how to best put them into practice. I now also understand more the different instructional strategies that can be used in the classroom, how technology can enhance them, and how they relate to learning theory. I feel more confident than ever as a teacher now because of this course because I feel better armed to provide my students with the best learning experience I can.

With this course, I have two long-term goal changes I would like to make with my instructional practice regarding technology integration. The first is something I mentioned earlier, which is to make sure that technology and instruction is being used primarily as a learning tool. To do this, I am going to make sure that anytime I am planning out a lesson that I am making sure that the student is going to be active in whatever we are doing. I have added a section to my personal daily notes for listing what I did that was active and not active for the learner. Using this to reflect on will help to make sure that I do not make the same mistakes again and that I do things that will be more active and learning focused for the student.

The other goal that I have is to use technology to collaborate with other teacher’s classes. I plan on doing this by communicating with my colleagues more to design activities that the students can do to allow them to work with other classes in the same and different subjects. I believe the key to this is the collaboration between me and other teachers and if I can get this down then the students will fall into it naturally. I believe that the students would enjoy this a lot and they would learn more from it by stretching what we are learning across to other classrooms.

This course has been benefited me more than I could ever realize. My understanding of my students and how they learn is on a much higher level than ever before. Not only do I understand my students more now, but I also understand how technology has its place in it all more than before. I now feel more confident moving forward with my students and I can not wait to see what the next course brings to the table to make me even more confident in my abilities as a teacher in the classroom.

Connectivism and Social Learning in Practice

Dr. Michael Orey gives this definition for social learning, "Students actively engage in constructing artifacts and conversing with other students about what they are building (Laureate, 2009)." I personally like the idea of students working together to accomplish a goal or task. This is a definition that works well in my physical education class. Physical education is a subject that using collaborative and cooperative learning to help student understand the motions and functions of their bodies better. I always have students ask others in the class before asking me. I want them to be able to understand that there is more than one way to have an idea explained. I believe that peer to peer interaction can teach and reinforce ideas. There are times in which the teacher's explanation is to far over the students head for them to understand. However, sometimes a classmate can explain it right at their level.

When it comes to collaboration tools, I choose them before individual tools. In elementary, most of my tools are physical and not technology based. However, in this week's lesson I had the ability to use a tool called VoiceThread. This was a tool that I had never heard of until this class. Once I created my own thread I got excited. It was really easy to use. I uploaded a PowerPoint document. The program then changed it into a thread, then I was able to use my microphone and add my own voice. Once that was done then my classmates, started adding their comments to my thread and a network was created with my VoiceThread being the base. I really believe that this going to be an exciting adventure for my students and for me. I can't wait to see the creative way they use this tool to teach information to their classmates.

I believe that VoiceThread, YouTube, SchoolTube and other cooperative sites show their correlation to instructional strategies, by giving the student's the ability to gain knowledge from others outside of their classroom walls. Using the world as a resource for learning. Students must have the ability to learn from others that are more knowledgeable then them. "Without the social interaction with more knowledgeable others, it is impossible to acquire social meaning of important symbol systems and learn how to use them (Orey, 2001)."

My VoiceThread:
 http://voicethread.com/?#u2327694.b2512016.i13310855   


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=Social_Constructivism

Constructivism in Practice

While reading about the strategy of generating and testing hypotheses, I had a difficult time understanding how I could apply this type of learning in my classroom. Perhaps, I am struggling with the application process because I am a random sequential thinker. Even though one event in history may appear to have no connection to another it is through class discussions, direct instruction, and student questions that guide my teaching rather than just important dates. By using some of the components of the instructional strategy, generating and testing hypotheses, perhaps I will be able to convey my random sequential thoughts in a manor that both types of learners, random sequential and linear, are able to understand more clearly (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

The project-based learning that students are able to take part in when creating a hypothesis and then going through the process of testing each possible situation aligns beautifully with the basic principles of constructionist learning. As students decide on what type of problem needs to be solved, proven or disproven, students automatically begin taking an active part in building their own knowledge base about a topic (Laureate Education, Inc., 2009). When applying the strategy generating and testing a hypothesis one might choose to do so, “In a historical investigation [where] students construct hypotheses about historical events for which there is no agreed-upon resolution and create a solution to the need” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, page 203).

For example, if a group of students wanted to decide whether or not the United States was truly neutral during the beginning of WWI before the sinking of the United States’s ship the Lusitania. An example of a student created hypothesis might be, America was not neutral prior to the attack of the Lusitania. To prove this hypothesis, students would have to research the laws, agreements, and situations surrounding the trade routes, imports/exports from the countries, primary sources dealing with trading and communication between America and the European countries, etc. They would have to determine how much contact Germany, Great Britain, and France had with America regarding the trading of goods (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Once the students gain an understanding of America’s position on trade, neutrality, and other similar issues, they can then begin to analyze and synthesize the information according to what they already know, unknown information that proves neutrality, contradictory information, etc. It is during this part of the problem solving process that a student would be constructing his/her personal opinion. As Dr. Orey explained, students will use both new and existing knowledge to move from disequilibration to equilibration.  The students will take the new information, combined and blend it with existing knowledge (Laureate Education, Inc., 2009). In the end, students should have the information and reputable sources needed to prove or disprove that America was not neutral prior the attack of the Lusitania and the students’ regain equilibration (Laureate Education, Inc., 2009).

Problem-based learning is, “...based on a view that learning occurs through social interactions whereby an outside source can help individuals extend their learning” (Orey, 2001).  Here are some web pages that can be used for the, “historical investigation,” of America and World War I neutrality or any type of historical investigations or history projects students might be working on that encourage the use of primary sources (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Browse many of the United State's historical documents:

  Library of Congress: http://www.loc.gov/index.html

Library of Congress: American Memory: http://memory.loc.gov/ammem/index.html

PBS: http://www.pbs.org/

References:

Laureate Education, Inc. (Producer). (2009). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. 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/

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

Cognitivism in Practice

The cognitive learning theory is built upon the thought processes of the brain. These processes focus on everything from short term memory to long term memory, but more on the long term retention of knowledge. This long term retention is built around elaboration by making numerous connections to the student in order to store info.

“Elaboration” and “Episodic experiences” can be easily integrated with some cognitive tools. Orey (2008) states that “Elaboration” occurs when you try to make as many connections as you can to that specific piece of information you are trying to learn. Graphical tools such as “Concept Mapping” allow you to organize and link the ideas to each others. It can also visualize ideas and connections between ideas.
Virtual Field Trip (VFT) is a powerful tool to create an episode. It can be an opportunity to “go” where you physically cannot, to compare information with other primary sources, and to engage in critical thinking activities (Laureate Education, Inc., 2008). Other than VFT, there are currently many applications of Experimental Learning Theory within educational systems, such as study abroad and mentor-based internships. Learning will be augmented or enhanced if these kinds of experience are followed appropriately by discussion as well as individual reflection like journaling. This is because the learner then begins to formulate concepts and hypotheses concerning the experience, which will eventually be retained in the brain as “episodic memory”.

In fact, there is another effective tool that can cover both “Elaboration” and “Episodic experiences.” ― Weblog. Blogs provide a very effective way to implement the strategy of reciprocal teaching. This highly structured form of peer teaching has four components: (1) summarizing, (2) questioning, (3) clarifying, (4) and predicting (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.137). These components can serve as prompts to further facilitate elaborating and episodic experiencing as the participants converse with one another on the blog. Blogs can be far more effective if they are aided with movie clips and picture images along with the texts, especially in terms of “Effective use of images.”
There are actually numerous ways to correlate cognitive learning theories with the instructional strategies utilizing cognitive learning tools.

References
 Laureate Education, Inc. (Producer). (2008). Program five: Cognitive learning theories. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program five: Spotlight on Technology: Virtual Field Trips. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology: “Experimental Learning”. Retrieved November 16, 2010 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. Chapter 8, “Reinforcing Effort” Alexandria, VA: ASCD.

Behaviorism in Practice

Behaviorism is used in most classrooms in one form or another. Teachers are constantly giving students reinforcement, whether it be positive or negative and setting consequences. In an online text, Melissa Standridge shares components of behavior modification: specific desired outcome, development of a positive, nurturing environment, identification and use of appropriate reinforcements (intrisic and extrinsic), students developing patterns of success, reduction of the frequency of rewards, and evaluation of the effectiveness of the approach (Orey, 2001).

The book, Using Technology with Classroom Instruction that Works, by Pitler, has two chapters that discuss "Reinforcing Effort" and "Homework and Practice," which relate to behaviorism. The chapter, "Reinforcing Effort," explains the benefits of having students track their own effort they put in to their work in relation to grades and gives examples of ways to do so using educational technology. Pitler (2007) states, "reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning" (p.155). One principle of behaviorism is that consequences occur immediately after a behavior (Orey, 2001). Once students start to track their own efforts/behavior they will begin to see the consequences and what earns them good or bad feedback. Using a rubric to first explain to students the different levels of effort helps students see more specifically what behavior will be rewarded. Students can then create a chart or graph to track their effort and see the relation between their effort and grades they earn (Pitler, 2007). Using tools such as these can also be used to teach replacement behaviors. If a student tracks their behavior and what gets them to a desired outcomes, they will begin to understand what they can do to improve their behavior. It's great to have a written out rubric of what students are tracking as well as have them create a visual to actually see the data.

The second chapter I mentioned, "Homework and Practice," Practicing is a way for students to adopt and shape what they have learned (Pitler, 2007). This relates to behaviorism because as Standridge mentioned the online text, "shaping is the process of gradually changing the quality of a response." The desired behavior is broken down into units which are reinforced as it progresses towards the overall goal (Orey, 2001). Usually homework will focus on specific concepts learned of a bigger unit. Once students have mastered the smaller parts of the whole, they move closer towards the goal (the whole). Technology has a lot to offer when it comes to homework and practice. Multimedia allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding (Pitler, 2007). There are also several educational websites that provide interactive practice with immediate responses and explanations. Students are also able to choose what they wish to work on and at what level. This creates more opportunities for success and also opportunities for them to want to challenge themselves.

Resources:

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

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

Reflection, Oh How I have Learned!

I have come so very far in the last seven weeks I am so proud to say that I have made a learning journey and I have been able to put a lot of my knowledge to practice in my own classroom and with my peers. I feel grateful that I was given opportunities that I would not have other wise encountered. This makes me even more excited about what is to come with the rest of my masters program. This class really gave me a new perspective on the relationship between 21^st century technology and Education.

Being an educator of the 21st century is a difficult challenge. Everyday, there is new information to be learned and processed. My fellow teachers and I will have to become comfortable with technology and its role in the classroom. Therefore, it stands to reason that we, as teachers, need to prepare our children and teach them how to use technology to deepen their knowledge and make them more prepared to face the word, using flexibility, creativity, and above all, patience to help our students learn and grow as people.

Technology is an amazing tool for students. By integrating technology into the classroom, my students will be able to research topics more in depth and will become actively engaged in school and in the classroom. Students can use technology at their own pace and can do really cool activities online such as the metamorphosis project, in which they do their own art project, exploring tools around them to create their own kind of original art. Students that struggle to read could use interactive reading sites to help them read books, such as at Scholastic. These sites are wonderful tools because they supply scaffolding for the students. Students can listen and then read or can first try reading before listening. Other sites, such as funbrain can help students with their math, making problem solving and equations into games.. This kind of hands-on interactive learning helps students become more independent and it fosters in them a love for learning.

However, in order for technology to be integrated into the schools, teachers must be prepared. I feel that I have a responsibility to become comfortable with technology so that we may use it in the classroom. This means that I will become a student as well, learning alongside my class as we explore the intricacies and advantages of using technology. However, it will not be an easy ride. Teachers have to put up with a great deal of stress. Teachers are always busy, trying to incorporate many different strategies in order to keep their students’ engrossed all the while being interrupted by announcements, field trips, and specials. Because of this, I feel that I need to deviate from the traditional teacher roles and become more flexible. I will try to make my classroom as hands on as possible and will encourage my students to think critically about the world around them. I feel that a more progressive style classroom is more effective, especially when integrating technology. By giving them a more progressive education, students will be able to use technology in order to do more in depth research. I also feel that teachers need to be flexible. I know that to be an effective teacher, I must learn how to be flexible, and how to adapt quickly. I also know that I will have to be creative in order to integrate technology and everything else that needs to be taught. However, by integrating technology and by using a progressive system, I can give my students a lot more responsibilities as well. They can learn to lead the class and become more active learners, using their own tools to discover and learn.

By giving them full reign on their education, I am giving them leadership skills that will serve them well as adults. By teaching them about technology, I am giving them the ability to succeed. I feel like the classroom needs to be a true place of learning, not only for the students, but also for the teacher. It will be a place of discovery from both spectrums, young and old, as they learn together, using the wisdom of the adults and the young eyes and fresh minds of the students to problem solve.

The things I learned in this classroom will help me in my quest to make my school and classroom more meaningful and effective for all students. I will use these new strategies to benefit every learner in my room no matter where they are from or what language they speak. I will become a better teacher due to the things I have learned here. I am looking forward to learning more and more as I go.

Is it a Partnership for 21st Century Skills?

Partnership for 21st Century: http://www.21stcenturyskills.org/

Reaction to the web site: I think that this web site is fantastic! It is a great resource for teachers, parents and even students who are interested in technology for the 21st Century. I liked their mission to close the profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces.

Information that surprised me: I was surprised to see that Maryland has not joined the Partnership for 21st Century Skills. I thought that there would be more states on board with increase technology in the classroom. I was also surprised to see some of the members of the partnership (Crayola, Ford Motor Company, Sesame Street, and Walt Disney.)

Disagreements: I am surprised if they feel they can honestly be successful they are not a more well know organization. I have never heard of them or their work prior to this point. I would also like to see more feedback from educators that have been successful using their resources.

 

Implications for teachers and students: Technology is changing the way we teach and learn. Technology is a process and a tool for increasing student learning and teacher productivity. As teachers we must access it, lean it and use it and then teach our students how to do the same.

Blogging for Beginners

I teach first grade and I can’t wait to see the students’ excitement about our very own class blog. The students are still so young that just seeing pictures of themselves and their work on the computer will make them very happy. They will be eager to use the blog in and out of the classroom. It will familiarize them more with technology, using the computer to retrieve information, and to post information.

 I can create a blog to communicate class/school information with parents. Post field trip information, field trip forms, parent helper calendars, general classroom guidelines and more.

I can create a blog with daily lessons listed for students who are sick or gone. Each day, try to designate a classroom "scribe" who is responsible for posting lessons/materials covered.

I can (for my really young students) perhaps students just learning to write - use a blog to showcase individual art projects throughout the year. Use a digital camera and scanner to put creative endeavors up for display around each holiday.

Blogging for Beginners

I teach first grade and I can’t wait to see the students’ excitement about our very own class blog. The students are still so young that just seeing pictures of themselves and their work on the computer will make them very happy. They will be eager to use the blog in and out of the classroom. It will familiarize them more with technology, using the computer to retrieve information, and to post information.

We can create a blog to communicate class/school information with parents. Post field trip information, field trip forms, parent helper calendars, general classroom guidelines and more.
 

We can create a blog with daily lessons listed for students who are sick or gone. Each day, try to designate a classroom "scribe" who is responsible for posting lessons/materials covered.

 We can (for my really young students) perhaps students just learning to write - use a blog to showcase individual art projects throughout the year. Use a digital camera and scanner to put creative endeavors up for display around each holiday.

I Think I Can…I Think I Can….And I Think You Can Too!

Teaching is one of the most complicated jobs today. It demands broad knowledge of subject matter, curriculum and standards; enthusiasm, a caring attitude and a love of learning; knowledge of discipline and classroom management techniques; and a desire to make a difference in the lives of young people. With all these qualities required, it's no wonder that it's hard to find great teachers.

I know that it is also essential to be open minded to change and that includes all the advances that technology brings to us. I want the tools to motivate some other professionals into becoming comfortable with technology. I myself am not a very technology savvy person but I feel it is essential to dive in head first and experience it in order to learn. I am stepping out of a comfort bubble in order to become better for my students and my facility. How can I “show them the light”?