Instructional strategies described in the resources this week correlate with the principles of constructivist/constructionist learning theories because the strategies allow the students to deepen their understanding of content material and produce artifacts that represent what they have learned. Students need to be engaged in what they are learning and when they are completing tasks that have “real world” significance to them, they are more likely to take an interest in what they are learning and develop a clear understanding of the information.
The first strategy that correlates with the constructivist/constructionist learning theories is “Generating and Testing Hypotheses.” Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data—a process that can be tedious and error prone (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students are creating artifacts that promote further understanding. The data they are receiving can be used as a study guide and can help students visually organize information.
Another strategy that correlates with the constructivist/constructionist learning theories would be the use of inquiry-based activities. One activity that I would like to focus on is WebQuests. A WebQuest is a web-based, inquiry-oriented activity through which students examine evidence about a particular topic and then respond to an issue or make a decision from a particular point of view (Orey, 2001). This form of learning engages students and promotes and student-centered environment without lectures and memorization of facts. Students work independently and/or collaboratively to explore resources related to a problem and create a final product that represents what they have learned.
An important component of constructivist theory is to focus a child's education on authentic tasks (Matusevich, 1995). If a student does not feel that the information is relevant, they will recall it long enough for the assessment but will not develop a clear understanding and will not retain the information in long-term memory. Technology is playing an important role in the change of how we educate students. “The key to success lies in finding the appropriate points for integrating technology into a new pedagogical practice, so that it supports the deeper, more reflective self-directed activity children must use if they are to be competent adults in the future" (Strommen and Lincoln, 1992, p. 473 as cited in Matusevich, 1995).
References:
Matusevich, M. (1995). School reform: what role can technology play in a constructivist setting? Retrieved on November 25, 2009 from http://pixel.cs.vt.edu/edu/fis/techcons.html
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, November 25, 2009
Monday, November 16, 2009
Instructional Strategies and their Correlation to the Cognitive Learning Theory
Cognitive tools allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Orey, 2001). Cognitive tools have four roles: information seeking, information presentation, knowledge organization, and knowledge integration. These roles can play a large responsibility in helping students understand information they are learning and apply it in a manner that makes sense to them. Two strategies, discussed this week, that relate to the cognitive learning theory are “cues, questions, and advance organizers” and “summarizing and note taking.”
The instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This strategy correlates to the cognitive learning theory because it helps students with the role of information seeking. Students are able to identify information that they feel is important by seeking out the key topics in what they are reading or discussing. When students are ready to present the information, they are able to use concept maps, and advance organizer. This is a way for students to connect new information to prior knowledge and present the information in a meaningful way. Concept maps are a great way for students to organize their information, build on prior knowledge, and prepare for a test. This strategy will deepen a student’s understanding of material.
The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This is a strategy that students will need modeling and practice with for the younger grades. I like the idea of combination notes, inverted T chart, for younger students. This is something that I can fill out ahead of time for students to use as a guide and then fill out during the discussion. By having the students write a sentence on the bottom, they are summarizing what they have learned. This can also be used as a study guide when preparing for a test. This also allows the student to focus on the key terms the teacher listed, information seeking, and pay attention to the left side of the inverted T chart. The teacher has taken out the step of organizing the information for younger students. Students can also use this chart when going on a virtual field trip to record the important information they have learned.
I am very interesting in using the four roles described in Dr. Orey’s article when preparing lessons so that students have the opportunity to explore various forms of technology to take their learning to a higher level of thinking. Students will be able to develop a vast amount of knowledge and retain it for future use.
Here is a link to an interesting article: http://www.twinpinefarm.com/pdfs/games.pdf, titled Considering Games as Cognitive Tools: In Search of Effective “Edutainment.” If you have time to read it, you may find it very interesting.
References:
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.
The instructional strategy cues, questions, and advance organizers focuses on enhancing students’ ability to retrieve, use, and organize information about a topic (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This strategy correlates to the cognitive learning theory because it helps students with the role of information seeking. Students are able to identify information that they feel is important by seeking out the key topics in what they are reading or discussing. When students are ready to present the information, they are able to use concept maps, and advance organizer. This is a way for students to connect new information to prior knowledge and present the information in a meaningful way. Concept maps are a great way for students to organize their information, build on prior knowledge, and prepare for a test. This strategy will deepen a student’s understanding of material.
The instructional strategy summarizing and note taking focuses on enhancing students’ ability to synthesize information and distill it into a concise new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This is a strategy that students will need modeling and practice with for the younger grades. I like the idea of combination notes, inverted T chart, for younger students. This is something that I can fill out ahead of time for students to use as a guide and then fill out during the discussion. By having the students write a sentence on the bottom, they are summarizing what they have learned. This can also be used as a study guide when preparing for a test. This also allows the student to focus on the key terms the teacher listed, information seeking, and pay attention to the left side of the inverted T chart. The teacher has taken out the step of organizing the information for younger students. Students can also use this chart when going on a virtual field trip to record the important information they have learned.
I am very interesting in using the four roles described in Dr. Orey’s article when preparing lessons so that students have the opportunity to explore various forms of technology to take their learning to a higher level of thinking. Students will be able to develop a vast amount of knowledge and retain it for future use.
Here is a link to an interesting article: http://www.twinpinefarm.com/pdfs/games.pdf, titled Considering Games as Cognitive Tools: In Search of Effective “Edutainment.” If you have time to read it, you may find it very interesting.
References:
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.
Tuesday, November 10, 2009
Behaviorist Learning Theory and Its Relationship With Technology
The first strategy discussed this week was “Reinforcing Effort.” This strategy correlates with the behaviorist theory because students exhibit operant conditioning. The research indicates, however, that students can change their beliefs and make a connection between effort and achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). That is a prime example of operant conditioning because the satisfying responses are conditioned.
This strategy uses technology to help students keep track of their effort along with academic achievement. When a student is receiving praise for increased effort/achievement, they are more likely to make an effort and do well in class because of the intrinsic or extrinsic rewards they may receive. By allowing students to be responsible for efforts through spreadsheets, they are held accountable for what they are doing and can easily visualize the improvements they are making. Using a rubric when creating spreadsheets also provides students with clear expectations of how to meet the set goals.
Another strategy discussed was “Homework and Practice.” This strategy aligns with the behaviorist theory because it provides students with positive reinforcement. When students complete their homework, they are reviewing what they already know and refining their skills. Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The teacher is also able to model appropriate procedures on how to complete homework to ensure understanding.
This strategy uses technology by modifying the homework or practice work to best meet the needs of all students. All students can complete the same skill but at varying levels depending on the instructional level of that student. Technology also allows the teacher to quickly assess how a student is doing and modify that child’s work if necessary. Students can also use technology to create their own projects to show understanding of the material and present it to their classmates.
I believe that technology does correlate to the instructional strategies and behaviorism. We are focusing on desirable behaviors and reinforcing what is appropriate. Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not (Orey, 2001). By using technology, we are able to reach all students, focus on their individual strengths, and build on what they already know. Our school uses various online programs that provide students with practice on skills they need to know.
I look forward to learning about more strategies and how technology can play a role in helping students become successful. I already use many of the strategies discussed in this week’s resources but have learned new ways to implement them in my classroom.
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
This strategy uses technology to help students keep track of their effort along with academic achievement. When a student is receiving praise for increased effort/achievement, they are more likely to make an effort and do well in class because of the intrinsic or extrinsic rewards they may receive. By allowing students to be responsible for efforts through spreadsheets, they are held accountable for what they are doing and can easily visualize the improvements they are making. Using a rubric when creating spreadsheets also provides students with clear expectations of how to meet the set goals.
Another strategy discussed was “Homework and Practice.” This strategy aligns with the behaviorist theory because it provides students with positive reinforcement. When students complete their homework, they are reviewing what they already know and refining their skills. Technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing “drill and practice” resources that help students refine their skills (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The teacher is also able to model appropriate procedures on how to complete homework to ensure understanding.
This strategy uses technology by modifying the homework or practice work to best meet the needs of all students. All students can complete the same skill but at varying levels depending on the instructional level of that student. Technology also allows the teacher to quickly assess how a student is doing and modify that child’s work if necessary. Students can also use technology to create their own projects to show understanding of the material and present it to their classmates.
I believe that technology does correlate to the instructional strategies and behaviorism. We are focusing on desirable behaviors and reinforcing what is appropriate. Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not (Orey, 2001). By using technology, we are able to reach all students, focus on their individual strengths, and build on what they already know. Our school uses various online programs that provide students with practice on skills they need to know.
I look forward to learning about more strategies and how technology can play a role in helping students become successful. I already use many of the strategies discussed in this week’s resources but have learned new ways to implement them in my classroom.
References:
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.
Tuesday, August 18, 2009
Reflection
As I reflect on what I have learned in this course, I realize how motivated I am to start the new school year. Not to say that I am normally not excited, but this course has given me a new outlook on the ways I can change how I teach to become more of a facilitator of student work.
This course has helped me to develop my own technology skills as a professional teacher by introducing me to various forms of technology and ways that they can be implemented in the classroom. In many ways, these technologies are demanding that we reexamine the way we think about content and curriculum, and they are nurturing new, important shifts in how best to teach students (Richardson, 2006). I have always considered myself well informed with technology but now I have the confidence to implement technology in my class and the knowledge to use it in a way that is most beneficial to my students. I can now instruct my class in ways that engage students, promote self-reflection, and true understanding of material.
I have deepened my knowledge of the teaching and learning process by understanding that it is important for the teacher to act as a facilitator and provide guidance to students as they are learning instead of lecturing them on course material. I no longer feel that students should all be required to read the same material and then recite it back in test form. The true test is whether the material they are learning will be valuable to them in the future. I also see the importance of teaching students the skills necessary for the 21st century. Before this class, I was not even aware that there were skills to prepare students for the 21st century. I want students to be able to share their work with an audience and not just their classmates and/or teacher and I know have the understanding and ability to make that happen.
I have changed my perspective from being teacher-centered to learner-centered by really looking at the curriculum I teach and ways that I can incorporate technology to allow students to learn by “doing” instead of “hearing.” I want students to learn from each other and provide them with opportunities to use problem-solving skills in real-life context. By allowing the classroom to be more learner-centered, I will have the ability to do so and provide guidance as needed. This will also prepare students for skills essential for the future. Our students will be required to collect, store, and retrieve relevant information throughout their lives, and we need to give them the skills to do so effectively and efficiently (Richardson, 2006).
I can continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by constantly learning about new ways to incorporate technology into the curriculum. As technology changes, so will students and I need to be prepared to educate students in a way that is challenging and engaging to them. I would like to find research and articles that provide forms of technology that increase student achievement and “pilot” them to see if I obtain the same results. The ultimate goal is student success and if that means modifying how I “teach” each year, that is what I will do! I would also like to encourage more learning communities in my school so that we can work together to increase student achievement and share ideas with one another.
One long-term goal that I would set for transforming my classroom environment is to incorporate the use of blogs to improve student writing. I will need to seek approval from my administration as well as the Technology Director so that our school filter does not block the blog sites. Once I have overcome that obstacle, I will set up accounts for my students to blog using the 6-Trait writing model, as discussed in the first chapter of Will Richardson’s book. Once I have taught the trait, I will have students write a blog and then post comments to their classmates work and reflect on ways they can improve their writing as well as positive thoughts on things they have done well. I will also need to use the paraeducator to help monitor student work and provide assistance in reviewing material before publishing.
Another goal that I would set for transforming my classroom environment is the use of digital portfolios. This will also be something I would need approval from the administration and Technology Director. I would like to work with our school IT coordinator to set up sites where students can upload samples of their work that they would like to share with others. Students will also create a podcast to accompany the work that explains why they chose it, how it meets the objective of the assignment, and anything they would do differently. This is something that can be continued for many years after leaving my class and can be added to with additional work. Students can also use this to share with their parents during Student-Led conferences.
Many of my answers from the checklist for this course have changed after completing this course. Though I have not been able to implement any of these new teaching practices yet, I will be using them to start the new school year. I see the importance of using technology and the benefits it has to provide students with opportunities to share what they are learning and truly gain an understanding of what they need to know and how it will benefit them for the future.
Reference:
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
This course has helped me to develop my own technology skills as a professional teacher by introducing me to various forms of technology and ways that they can be implemented in the classroom. In many ways, these technologies are demanding that we reexamine the way we think about content and curriculum, and they are nurturing new, important shifts in how best to teach students (Richardson, 2006). I have always considered myself well informed with technology but now I have the confidence to implement technology in my class and the knowledge to use it in a way that is most beneficial to my students. I can now instruct my class in ways that engage students, promote self-reflection, and true understanding of material.
I have deepened my knowledge of the teaching and learning process by understanding that it is important for the teacher to act as a facilitator and provide guidance to students as they are learning instead of lecturing them on course material. I no longer feel that students should all be required to read the same material and then recite it back in test form. The true test is whether the material they are learning will be valuable to them in the future. I also see the importance of teaching students the skills necessary for the 21st century. Before this class, I was not even aware that there were skills to prepare students for the 21st century. I want students to be able to share their work with an audience and not just their classmates and/or teacher and I know have the understanding and ability to make that happen.
I have changed my perspective from being teacher-centered to learner-centered by really looking at the curriculum I teach and ways that I can incorporate technology to allow students to learn by “doing” instead of “hearing.” I want students to learn from each other and provide them with opportunities to use problem-solving skills in real-life context. By allowing the classroom to be more learner-centered, I will have the ability to do so and provide guidance as needed. This will also prepare students for skills essential for the future. Our students will be required to collect, store, and retrieve relevant information throughout their lives, and we need to give them the skills to do so effectively and efficiently (Richardson, 2006).
I can continue to expand my knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement by constantly learning about new ways to incorporate technology into the curriculum. As technology changes, so will students and I need to be prepared to educate students in a way that is challenging and engaging to them. I would like to find research and articles that provide forms of technology that increase student achievement and “pilot” them to see if I obtain the same results. The ultimate goal is student success and if that means modifying how I “teach” each year, that is what I will do! I would also like to encourage more learning communities in my school so that we can work together to increase student achievement and share ideas with one another.
One long-term goal that I would set for transforming my classroom environment is to incorporate the use of blogs to improve student writing. I will need to seek approval from my administration as well as the Technology Director so that our school filter does not block the blog sites. Once I have overcome that obstacle, I will set up accounts for my students to blog using the 6-Trait writing model, as discussed in the first chapter of Will Richardson’s book. Once I have taught the trait, I will have students write a blog and then post comments to their classmates work and reflect on ways they can improve their writing as well as positive thoughts on things they have done well. I will also need to use the paraeducator to help monitor student work and provide assistance in reviewing material before publishing.
Another goal that I would set for transforming my classroom environment is the use of digital portfolios. This will also be something I would need approval from the administration and Technology Director. I would like to work with our school IT coordinator to set up sites where students can upload samples of their work that they would like to share with others. Students will also create a podcast to accompany the work that explains why they chose it, how it meets the objective of the assignment, and anything they would do differently. This is something that can be continued for many years after leaving my class and can be added to with additional work. Students can also use this to share with their parents during Student-Led conferences.
Many of my answers from the checklist for this course have changed after completing this course. Though I have not been able to implement any of these new teaching practices yet, I will be using them to start the new school year. I see the importance of using technology and the benefits it has to provide students with opportunities to share what they are learning and truly gain an understanding of what they need to know and how it will benefit them for the future.
Reference:
Richardson, W. (2006). Blogs, wikis, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press.
Sunday, August 2, 2009
Podcast
This is a podcast that discusses what types of technologies are available, how often they are used, and what technology is most beneficial. I also shared the demographics of my most recent student population.
http://grade2teacher.podbean.com/mf/web/zkw6sz/CompletePodcast.mp3
http://grade2teacher.podbean.com/mf/web/zkw6sz/CompletePodcast.mp3
Wednesday, July 22, 2009
Partnership for 21st Century Skills
My first reaction to this site was that it had a great deal of information on ways to integrate 21st century skills to students. There are many members affiliated with this organization that support the need for using 21st century skills to prepare students for future jobs. It was key that they added the skills necessary for the 21st century with the core subjects that need to be taught. These skills are important and can be taught to coincide with what students are already learning.
I was surprised to see the resources that were available to teachers. This organization has provided teachers with tools that will help us integrate 21st century skills into education without starting from scratch. They have taken the burden off teachers by supplying us with standards, assessments, student outcomes, and support systems. Everything is broken down and provides detail of student outcomes and support systems.
As a teacher, this encourages me to provide my students with an education that promotes both the core subjects that they need to know in addition to the 21st century skills they need for the future. We cannot expect students to leave school with just basic knowledge skills and need to encourage expert thinking and communication. It is not going to be an easy task if everyone is not on board. All teachers need to be focused on teaching core subjects in addition to 21st century skills. This is something that all states should promote. Students today are expected to know more than just reading, writing, and math skills. We need to encourage students to become lifelong learners and focus on their creativity, expert thinking skills, communication, and collaboration. These skills can be taught effectively in the classroom by using technology. If we want our students to be competitive with others for jobs, we need to provide them with the skills they need to be successful. I will need to do all that I can to support these skills and ensure that students have a great understanding for their importance in today’s society.
I was surprised to see the resources that were available to teachers. This organization has provided teachers with tools that will help us integrate 21st century skills into education without starting from scratch. They have taken the burden off teachers by supplying us with standards, assessments, student outcomes, and support systems. Everything is broken down and provides detail of student outcomes and support systems.
As a teacher, this encourages me to provide my students with an education that promotes both the core subjects that they need to know in addition to the 21st century skills they need for the future. We cannot expect students to leave school with just basic knowledge skills and need to encourage expert thinking and communication. It is not going to be an easy task if everyone is not on board. All teachers need to be focused on teaching core subjects in addition to 21st century skills. This is something that all states should promote. Students today are expected to know more than just reading, writing, and math skills. We need to encourage students to become lifelong learners and focus on their creativity, expert thinking skills, communication, and collaboration. These skills can be taught effectively in the classroom by using technology. If we want our students to be competitive with others for jobs, we need to provide them with the skills they need to be successful. I will need to do all that I can to support these skills and ensure that students have a great understanding for their importance in today’s society.
Sunday, July 5, 2009
Using Blogs in the Classroom
I would like to use this blog as a way for students to discuss topics. I will post a question for students to respond to each week. This will be used as a way for students to share their thoughts and have classmates respond to each other. I will incorporate writing skills as well as content material that we cover in class. A blog will encourage students to have a "voice" that they will be sharing with others. This will allow all students to participate in discussions as well as gain a hands-on experience of mastering their standards. I teach second grade and I know this will be a slow process at first so that students can become familiar with the process. As we continue to work on blogging skills, students will master how to blog appropriately and share their thoughts with others. This is a great skill to teach students so that they can learn content material, discuss what they have learned with others, and use technology as an advantage for the future. Hopefully this will also contribute to more parental involvement through the use of technology.
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