Thursday, July 26, 2012
Wednesday, July 25, 2012
Social Learning and Connectivism
Social Learning and
Connectivism
Natalie Laverne
Shirley Jackson
Connectivism and the social
learning theories correlate very well to that of the cooperative learning
strategy. The cooperative learning strategy stresses to teachers and students
that it is important that teachers are not always ability grouping. (Pitler,
H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007) It is necessary to group students in base groups (long-term)
or informal groups (short-term).
In each of these groups the students use technology-integrated
activities where students can feed off of one another.
“Cooperative
learning is not so much learning to cooperate as it is cooperating to learn”
(Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students need to learn how imperative
it is for them to learn and grow from one another. The social learning theories
are based upon learning from our surroundings. Multimedia such as students creating videos is a great way
for students to work together and share a task with an unlimited amount of
responsibilities and tasks. These
videos can be built upon a specific subject in school and shared at the end of
the project to the entire class. Therefore, the students are constantly
learning from one another.
There
are several different websites that allow students to participate in
cooperative learning with other classrooms. The website, www.epals.com
is a great website for collaborative classrooms. (Pitler, H., Hubbell, E.,
Kuhn, M., & Malenoski, K., 2007)
Web quests, website creations and even the Blackboard Learning that we
participate in each week is a form of collaborative learning that allows us to
learn form one another. We are able to build upon each other’s ideas and create
our own images to chare with others.
When
I was in my last year of my undergraduate program at the University of Georgia
I learned of the jigsaw cooperative learning activities. These partner and
group activities let students and adults become experts on a specific subject
and learn about other concepts from opposite groups. Relating ideas and feeding
information off of one another allows people to consume much more knowledge;
therefore, becoming natives of the social learning theories.
Social
learning theories and connectivism are essential inside the classroom.
Considering that students learn formally from their parents and families and
then from their education it is imperative that we are instilling a positive
learning and growing environment for our students. The more technology that we
use in activities such as cooperative learning the more our students are able
to gain knowledge from others and grow as people in knowledge and in life.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with
Tuesday, July 17, 2012
Strategies to Use the Theories
Strategies to Use the Theories of Constructivism and Constructionism
Natalie Laverne Shirley Jackson
In
the years of elementary and middle school, students become familiar with
science fair projects. The minimal requirements for this project include very
similar tasks as systems analysis, problem solving, historical investigation,
invention, inquiry, and decision-making. Students who construct such experiments
are testing and generating hypothesis, as well as building a final product.
There
are three technologies that are used to improve classroom practice: spreadsheet
software, data collection tools, and web resources( (Pitler, H., Hubbell, E.,
Kuhn, M., & Malenoski, K., 2007).
These three resources allow students to build and build upon information
to construct a finished product. One of the greatest points of the
constructionist learning theory is that the environment in which the students
are surrounded should be learner centered. Each of these tools allows that type
of environment.
“Constructionism
is a theory of learning that states people learn best when they build upon an
external artifact or something they can share with others”(Orey, 2010). The
spreadsheet, data collection, and web resources can all produce artifacts that
can be shared with other people.
Web resources such as, www.pbs.org/wgbh/buildingbig
is great for students to work on problem solving activities. And share their
products with teachers and other students. These types of activities involve
generating and testing hypotheses and constructing answers. When students are
problem solving they are working through issues and solving them on their own
which is a learner centered environment.
Spreadsheets,
data collection tools, and web resources are all tools that correlate with the constructivist and constructionist learning theories. Generating and testing hypotheses is a
strategy that allows students to work thorough questions and answers that are
formed by the teacher or on their own. It is important that the students are
problem solving and they are building things. Without the learning by doing
environment there is no guarantee that the students are going to recall
information.
Resources
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with
classroom
instruction that works. Alexandria, VA:
ASCD.
Orey, M. (Performer). (2010). Constructivist and
constructionist learning theories. [
Wednesday, July 11, 2012
Cognitivism and Strategies Related
Natalie Lavern Shirley Jackson
Cognitivism
In
this weeks’ video resources Michael Orey discussed the cognitive learning
theories and they are organized in three different stages. With the Palvio dual
coding hypothesis I learned of the importance of images and powerful texts. In
relation to this cognitive learning theory the strategies of “cues, question,
and advance organizers” as well as “summarizing and note-taking” can be quite
similar.
Chapter
four in Using Technology with Classroom Instruction that Works discusses the use of advance organizers and how the organizers can
produce many different results, but they produce a numerous amount of questions
(Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). With this weeks
resources focusing on the cognitive learning theory we have learned that
questions and connections are imperative to students learning. The advance
organizers will help students connect with the material by using cues and
technology resources.
“The technologies that support
cues, questions, and advance organizers assist teachers in quickly
understanding students responses and organizing them into useful
information”(Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).
These technologies can include spreadsheets, multimedia, and other Internet
sites. These tools are set up much
like the concept mapping that I learned about in the video. They organize the
information and it is visual to the learners, for complete understanding.
In chapter six of Using
Technology with Classroom Instruction that Works, I learned of the significant relation to “summarizing and note taking”
and the cognitive learning theory. “Being aware of the explicit structure of
information is an aid to summarizing information”(Pitler, H., Hubbell, E.,
Kuhn, M., & Malenoski, K., 2007). Students need to learn how to use this
strategy for the classroom now and later. The chapter reads on and shows
examples of how to setup your note taking based upon how the students relate
objects or subjects to one another. This was a form of concept mapping as well.
The large idea was in the middle and side notes were branching from the main
idea.
Whether the strategy is “cues,
questions, and advance organizers” or summarizing and note taking” these align
very closely with the cognitive learning theories and the cognitive learning
tools. These tools can help students make greater connections with concepts
which allow the students to retain and recall more information. It is important
that the students know how to weed out the information that is not needed in
“summarizing and note taking” and that they understand the importance of
organization for each thing they complete.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K.
(2007). Using technology with
Tuesday, July 3, 2012
Lessons Learned
Lessons Learned
“Learning by doing”(Smith, 1999). In this week’s resources I read about the way behaviorists believe students learn due to their environment and their objective to get to the right answer.
Michael Orey, the presenter of The Behaviorist Theory talked of the B.F. Skinner model of programmed instruction, which is now known of as online tutorials. Much like this instruction I read in Using Technology with Classroom Instruction that Works, that implementing the strategies of “reinforcing effort” and “homework and practice” the students are able to see progress with their work.
In chapter eight of this weeks reading Pitler spoke of the learning strategy, “reinforcing effort”. Two courses back I remember reflecting back on this learning strategy and its positive light of allowing students to pace their progress on a spreadsheet. While the teacher is still involved in encouragement, the students make an input and output spreadsheet of their own. Much like this week’s reading the authors spoke of how influential it is for students to see their growth and desired goal. Giving personal effort is the only factor in our total control (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).
“Homework and Practice” was the strategy discussed in chapter ten of this week’s book, Using Technology with Classroom Instruction that Works. The book discussed the use of online tutorials and how children are able to learn and correct their own answers using these tools. Much like the website http://www.coolmath.com/, the students are able to practice the specific drill on their own instead of having a teacher tell them the right or wrong answers. This educational technology tool allows the students to learn on their own with minimal help from the teacher, using the strategy of “homework and practice”.
“Reinforcing effort” and “Homework and Practice” are very relative to the behaviorist learning theory. These strategies help students see that the amount of effort that is put into something shows the greatest reward. The “homework and practice” strategy allows the students to practice and drill until they reach the answer that is correct. The key is learning by doing and these two strategies allow students to change their own behavior.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroom instruction that works. Alexandria, VA: ASCD.
Orey, M. (Photographer). (n.d.). Behaviorist learning theory.
[Print Photo]. Retrieved from
Smith, K. (1999). The behaviourist orientation to learning.
In The encyclopedia of informal education. Retrieved from
Monday, July 2, 2012
The behaviorist theories and their relevancy to the clasroom
Natalie Shirley Jackson
Discussion Week 2
“Reinforcement is more powerful
than punishment”(Orey). This week I learned from the resources that the
behaviorist learning theories are based upon two mechanisms. These mechanisms
are punishment and reinforcement. While punishment in the classroom may seem
the easiest it is not the most effective.
Technologies
in the schools are known as online tutorials. This tutorial strategy that B.F.
Skinner used to refer to as programmed instruction is used everyday in classrooms.
These online tutorials allow students to figure the right and wrong ways to get
to an answer or piece of knowledge. It is important that we consider technology
as a tool instead of a type of remediation for our students. The students need
to be learning and not remediating. “Technology is most effective when
remediation activities are minimally incorporated”(Orey).
The
online article spoke of the three key assumptions to the behaviorist theory.
“Learning is manifested by a change in behavior”(Smith, 1999). This is much the
case we see in the classroom of today. We need to allow the students to
surround themselves with instructional technology that will be a tutorial to
them. In these situations the tutorials will allow the students to find questions
and answers themselves. These students will only learn when they are able to
find the right and wrong answers themselves.
“The
environment shapes one’s behavior”(Smith, 1999). If the students are in a
classroom where they are not able to learn for themselves then the students
will not be able to function in a world opposite of that. The
technology-induced environment will give the students an opportunity to find
answers and learn how to get to that answer. We need not enable our students,
but build them up.
As educators we need to remember
that hands-on activity is very important in the behaviorist theory and that is
the best way for students to learn. If we need to help students understand
something we need to be reinforcing the behavior instead of punishing the
students.
References
Orey, M. (Photographer). (n.d.). Behaviorist learning
theory.
[Print Photo].
Retrieved from
Smith, K. (1999). The behaviourist orientation to
learning.
In The
encyclopedia of informal education. Retrieved from
Subscribe to:
Comments (Atom)