Voicethread

Here is the url to my voicethread


http://voicethread.com/share/657813/

Let's Learn From Each Other

How many times have you had to work or play a sport with others. In order for the a project to be successful, those involved must cooperate. Groups or teams must work together with each member responsible for his/her job. The group's success is dependent on the each individual's contribution. Our world today has become smaller because of the ease of communication between geographically far away places. So much work today involves cooperation between groups or individuals that are located in different prts of the world.

The instructional strategy of cooperative learning groups gives students the chance to develop the ability to learn and create cooperatively. One component of cooperative learning that correlates to social learning theory is the building of interpersonal and small group skills such as encouragement and conflict resolution (Pitler, et al, 2007). Dr. Orey also states in this week's media resources, that cooperative learning groups provide encouragement, validation and immediate feedback as ideas bounce back and forth (Laureate,2008). The jigsaw learning strategy motivated learners to become teachers within the group. To be able to teach you must understand the content very well. This is supported by the idea, that the best way to learn is to teach. Technology plays crucial role in facilitating cooperative learning (Pitler, et al,2007). Facebook, blogs, wikis, webquests, voice threads, Google Docs, and Skype allow students to communicate, collaborate, receive and give feedback, even though members of the group are not face-to-face. As educators we must model the social skills necessary for cooperative learning groups to succeed. This something is a fact that is not always the case in our schools today.

As stated in the book, Using Technology with Classroom Instruction That Works, in order to be prepared for the fast-paced global workplace, students need to be able to learn and produce cooperatively (2007).


References
 
Laureate Education Inc. (Producer). (2008). Program eight. Social 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

Take control of Learning

There are some students willing to just listen to a teacher lecture and then robotically repeat the information that was taught but not learned. They think let me just remember just long enough for the test. After that it won't be needed anymore. Their are also teachers who would prefer this scenario over children asking too many questions. What if they don't the answer to a very good question.

Educators can take a cue from coaches. Coaches can draw plays up, model the execution of a play, but they can't do it for them. Also the other team isn't just going to do what you want them to do. Great coaches teach their players to think. They also give options and pose further questions. Players then try out their ideas and learn form their experiences.

Constructivism/constructionism learning theory states that the learner creates his/her own knowledge. The educator then becomes a mentor/facilitator. In the book Using Technology with Classroom Instruction That Works, an instructional strategy is presented that relates directly to constuctivist/constuctionist learning theory; generating and testing hypotheses is an integral part of project-based and problem-based learning. The authors believe that when students generate and test hypotheses, they engage in complex mental processes (higher order thinking skills), therefore enhancing understanding (Pitler, et al, 2007). As Dr. Orey stated in the this week's video constructionism states that people learn best when they build an artifact (Laureate, 2008). Learners first come up with ideas (generate hypotheses), then they test them. The next step would be to gather and then analyze data. Technology makes these processes less tedious and time consuming. This in turn lets the learner spend more time analyzing what they have learned and compare the hypothesis. Finally the learner can create an artifact, with the help of technology, that will support the hypothesis and allow the learner to make meaningful connections to the content related to the project or problem that is being worked on. By taking control of the learning, the concepts gain more relevance. The learner can finally see how the concepts relate to them and the real world.

References
 
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

Cognitivism in Practice

Educators have many tools at their disposal that can enhance learning theory and provide meaningful experience. In this week's resources we looked at cues, questions and advance organizers along with summarizing and note taking. the use of computers as a cognitive tool gives the learner the opportunity to think about instead of reproducing and/or recalling it (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).

The use of cues and questions correlates with the principals of cognitive learning theory by helping students focus on learning. Cues and questions help students make connections to prior knowledge and use higher order thinking skills. Advance organizers such as rubrics prepare students to apply their abilities and develop critical thinking skills (Pitler, et al 2007).

The use of multimedia helps to integrate multiple senses therefore improve learning by supporting dual coding where images are stored along with accompanying text. By incorporating technology in this manner students learn with computers instead of from computers. Students use the computer to research, present, organize, integrate, and generate knowledge.

Note taking such as combination notes which employ outlining webbing and pictographs in addition to words. Students therefore make more connection to concepts taking advantage of the network model of memory. Another interesting use technology is the use of an auto summarizing tool in Microsoft Word. This tool can be used to teach students how to summarize effectively by highlighting key points nad eliminating unnecessary or redundant information. Students can first create their own summaries and then compare to the summaries created by the auto summarizing tool. Students can organize their information anf effectively make meaningful connections.

The last of the tools that we were asked to look at, were virtual field trips and concept mapping. Both tools support dual coding and help the learner organize and visualize information. With all the budget concerns that educational districts are experiencing, these tools are perfect for today's classroom. Some place are way to far to visit or just to expensive too visit for student s and their families. Virtual field trips allow students to create episodic memories by giving them the "experience" of being there by "going" where they can't physically go (Laureate, 2008b). Concept mapping tools model the network model of memory by visually creating the connections between ideas (Laureate, 2008a). 

All of the tools presented take advantage of the way that people think and learn to make learning meaningful. By incorporating these tools along with many others in our bag of tricks our students will make connections to their learning that will last a lifetime.

References

Laureate Education Inc. (Producer). (2008a). Program five. Cognitive Learning Theory [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.

Laureate Education Inc. (Producer). (2008b). Program six.Spotlight on Technology: Virtual Field Trips [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underling concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Florida Institute for Human and Machine Cognition Website:  http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

Others in the same boat

After reading the comments, I see that others hear the same negative comments from students. What is the problem behind so many students have these defeatist attitudes? Is it lack of support at home? Is it negativity that follows them or is it just another way to avoid taking chances?

What do you do to build up your students confidence and negate those defeatist attitudes?

Behaviorism In Practice

There are so many learning theories that are talked about and debated on the exist in the classroom today. Behaviorism is one of them. It is seen in the classroom in areas such classroom management and homework among others. In this week's resources we see some examples of technology, that correlate with behaviorist learning theory and instructional strategies that relate to behaviorist theory.

One strategy is reinforcing effort(PItler, 2007). Reinforcement is a key element in behaviorist theory. Many students have a difficult time beleiveing that they can achieve by increasing their effort. They find reasons outside their control for way they can't succeed or why their peers can succeed. The use of spreadsheets to provide visual representation of how effort truly does have an affect achievement is one example of ebedding technology. The use of rubrics give clearly defined expectation. Incorporating them into the spreadsheet reinforces that connection between effort and achievement. Students can have this information readily available. This gives them concrete proof that effort and achievement are related. Dr Orey stated that reinforcement is one of the main components of operant conditioning, it has a more positive affect on the learner.

Another aspect of behaviorism is repetition or practice. It is clear that to really learn certain skills practice is essential. At the elementary school level this more evident. Concepts are presented in the classroom. Then practice is provided through homework or activities such as games, puzzles, manipulatives or web resources, that can reinforce the concepts using visuals with immediate feedback an or rewards, which as key to aspect of behaviorism. Students can also access these web resource at home or at a library away from the school setting. One particular website is the National Library of Virtual Manipulatives. In a classroom a student has access to various manipulatives that can help them make better connection between the concept and learning. By accessing these resources they continue their learning while at home.

Behaviorism plays a bigger role than one might think or even like to see in the classroom, but it does have it benefits.


References
Laureate Education, Inc.(Producer). (2008).Program Four. Behaviorist Learning Theory [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

A new school year

We are back for a new year. I am looking forward to using many of the tools that I have learned while completing my graduate work. I have already tried a few things such as sending welcome letters that I worked on at the end of summer. I have been pleasantly surprised with some of the responses.
I also want to let my fellow classmates know that I'm excited to work with them.