I spent a considerable amount of time reflecting upon my personal theories of learning and instruction and how they have changed throughout this course. I feel as though I still believe that each students learns in their own individual way and that it si the responsibility of the teacher to dicsover how students learn best and design instruction to meet those specific needs. However, after taking this course, I have added many instuctional learning theories and strategies to my personal learning beliefs. I feel as though there is much value in social learning theories, constuctivist learning theories, as well as behaviorist learning theories. I feel that students definitely possess the ability to construct their own knowledge through their own expereinces and also from their interactions with others. Within these theories I have learned some very effective startegies that I have adapted in my personal learning theory. Cooperative learning opportunities and problem-based, project-based, or experimental learning provide highly effective student learning. Along with these adaptations to my personal learning theory, I have also increased and imporved my level of integration of technology. I have discovered and explored several new powerful web tools to use in the classroom, and pan to do so!
I would like to make some immediate modifications in my teaching including the implementation of 2 new web tools! One thing I would like to do is to be more efficient when designing my lessons. I would like to be sure that I am creating authentic learning opportunities for my students where they are actively engaged and able to construct meaning through their experiences, rather than me simply delivering information in instruction. I would also like to immediately be sure that when and where I integrate technology that it is for students learning not only to assist my own instructional practices. I would first like to try concept mapping in my classroom, as well as the virtual tours/fieldtrips. I believe that although all of the web tools learned throughout this course were very valuable, these most appropriately apply to the age group of children that I teach.
In the future, I would like to see myself integrate a larger amount of technology into my classroom and be more willing to try new things with my students. Although I clearly understood the difference between using web tools for student learning and using web tools for my instruction, I still mainly used it for myself. I would like to in the future find that I am integrating a higher level of technology into valuable learning experiences for my students. I would first like to begin acheiving this goal by continuing to complete my courses here at Walden Universty. I would also like to see myself not be so inhibited by the fear of failure and begin to try new web tools and utilize technology in my classroom. I have set a personal goal to implement at least one new web tool a month! I truly believe in the benefits of technology and of the use of valuable instructional strategies and want to see myself begin to explore these in the learning opportunities that I provide for my students.
Tuesday, October 27, 2009
Friday, October 9, 2009
Wednesday, October 7, 2009
Social Constructivism
Social constructivism is based on the theory that people build understanding through social interaction and culture. Social constructivism is much like social learning theories that suggest that people primarily construct knowledge from social interactions with others in their environment. In the book, Using Technology with Classroom Instruction that Works, the chapter on cooperative learning explores a teaching strategy that "...focuses on having students interact with eachother in groups in ways that enhance their learning"(Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 139). After reading this chapter, the correlation between social constructivism and cooperative learning becomes very evident.
We can clearly see that cooperative learning and social constructivism are related. Social constructivism suggests that people learn through interacting with people and the environment around them. Cooperative learning is a strategy to foster this type of learning. When teachers design a cooperative learning environment, they are providing an opportunity for students to construct meaning from their interactions, both social and academic, with their fellow classmates. Students not only effectively learn content matter from this type of instruction, but they also inherit the ability to work cooperatively which is a lifelong benefit. "To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively"(Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.139). We as teachers need to remember that it is not only our job to teach children curriculum content, but to also prepare students to be successful and productive members of society.
Cooperative learning is a building block of social constructivism. Using cooperative learning as an instructional strategy in the classroom is a very valuable learning tool. As we use this strategy to successfully teach content matter, we can also foster and encourage the ability to work copperatively in a variety of situations.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
We can clearly see that cooperative learning and social constructivism are related. Social constructivism suggests that people learn through interacting with people and the environment around them. Cooperative learning is a strategy to foster this type of learning. When teachers design a cooperative learning environment, they are providing an opportunity for students to construct meaning from their interactions, both social and academic, with their fellow classmates. Students not only effectively learn content matter from this type of instruction, but they also inherit the ability to work cooperatively which is a lifelong benefit. "To be prepared for the fast-paced, virtual workplace that they will inherit, today's students need to be able to learn and produce cooperatively"(Pitler, Hubbell, Kuhn, and Malenoski, 2007, p.139). We as teachers need to remember that it is not only our job to teach children curriculum content, but to also prepare students to be successful and productive members of society.
Cooperative learning is a building block of social constructivism. Using cooperative learning as an instructional strategy in the classroom is a very valuable learning tool. As we use this strategy to successfully teach content matter, we can also foster and encourage the ability to work copperatively in a variety of situations.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, October 1, 2009
Constructivism in Practice
Constructionist/constructivist learning theories are based upon the notion that people construct their own knowledge when learning. If we as teachers provide authentic and meaningful learning opportunities where students are able to learn from an experience and they are actively seeking information as opposed to teacher-directed lessons, we will find a more effective approach to teaching various content. In the book, Using technology with Classroom Instruction that Works, it suggests "Generating and Testing Hypotheses'" is a strategy that is possible to use in all content areas. "When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.202). Opportunities where students are able to generate and test hypotheses align perfectly with the theory of constructivism. Students are able to use methods of learning that are project-based, inquiry-based, or problem-based, which provides students with the experiences to construct their own knowledge!
When teachers use instrucitonal stragies that are teacher directed, often they find them ineffective and students quickly become disengaged. It is vital that teachers find ways to make learning fun and to motivate students to take responsibility for their own learning. As we are all aware, their is a strong correlation between effort and acheivement. Therefore, we must encourage our students to put in the effort that will acheive a high level of success. From my own personal teaching experience, I have found that using a method that presents a question or a problem to students and then allows them to research and investigate possible answers and solutions has always produced a high level of learning. Students admire and respond to the control that they are given over the situation. This motivation alone fuels students to seek information, be actively engaged, and construct knowledge.
When considering constructionist/constructivist learning theories and the types of instructional strategies that correlate with this type of learning, the implementation of technology can be an effective tool. "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, p. 203). Experimental inquiry, problem solving, and decision making are just some of the tasks mentioned in the book that teachers can use to help students generate and test hypotheses across different content areas. These tasks correlate with taking the constructivist approach to teaching and not simply delivering instruction to students on a particular skills or subject. These tasks described in the book offer students the opportunity to consider various answers and solutions, to invent, to experiment, to predict, problem solve, and investigate. They are methods that design authentic learning experiences in which students are free to explore and experience real-world issues and discover multiple solutions. Constructivism in teaching, including generating and testing hypotheses and the various tasks that assist in doing so, provide a way for students to learn content matter through building and applying their own knowledge. Thanks to technology, this method of teaching/learning is much more realistic and accesible than ever before. In the past, using constructivist approaches like testing hypotheses for example, may have been too time consuming to utilize in mulitple content areas. However now, thanks to tools such as spreadsheets software, data collection tools, and web resources, it is time effecient and highly effective!
Constructivism in practice fosters a desire to learn. When students are given opportunities to explore content matter in different ways, they are better able to learn and retain information. Using technology in conjunction with the various instructional strategies discussed in the learning resources this week support the theory of constructivism and its effectiveness as well!
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
When teachers use instrucitonal stragies that are teacher directed, often they find them ineffective and students quickly become disengaged. It is vital that teachers find ways to make learning fun and to motivate students to take responsibility for their own learning. As we are all aware, their is a strong correlation between effort and acheivement. Therefore, we must encourage our students to put in the effort that will acheive a high level of success. From my own personal teaching experience, I have found that using a method that presents a question or a problem to students and then allows them to research and investigate possible answers and solutions has always produced a high level of learning. Students admire and respond to the control that they are given over the situation. This motivation alone fuels students to seek information, be actively engaged, and construct knowledge.
When considering constructionist/constructivist learning theories and the types of instructional strategies that correlate with this type of learning, the implementation of technology can be an effective tool. "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, p. 203). Experimental inquiry, problem solving, and decision making are just some of the tasks mentioned in the book that teachers can use to help students generate and test hypotheses across different content areas. These tasks correlate with taking the constructivist approach to teaching and not simply delivering instruction to students on a particular skills or subject. These tasks described in the book offer students the opportunity to consider various answers and solutions, to invent, to experiment, to predict, problem solve, and investigate. They are methods that design authentic learning experiences in which students are free to explore and experience real-world issues and discover multiple solutions. Constructivism in teaching, including generating and testing hypotheses and the various tasks that assist in doing so, provide a way for students to learn content matter through building and applying their own knowledge. Thanks to technology, this method of teaching/learning is much more realistic and accesible than ever before. In the past, using constructivist approaches like testing hypotheses for example, may have been too time consuming to utilize in mulitple content areas. However now, thanks to tools such as spreadsheets software, data collection tools, and web resources, it is time effecient and highly effective!
Constructivism in practice fosters a desire to learn. When students are given opportunities to explore content matter in different ways, they are better able to learn and retain information. Using technology in conjunction with the various instructional strategies discussed in the learning resources this week support the theory of constructivism and its effectiveness as well!
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, September 24, 2009
Cognitive Learning Theory
After reading the resources this week on instructional strategies, I am able to see a correlation between them and the cognitive learning theory. The cognitive leanring theory revolves around the idea of how humans process information. According to Dr. Orey, we process information in a 3 step model; information is received, it enters into our short term memory, and then if it continues to be processed it enters into our long term memory. As teachers we want our students to process what we teach them thoroughly enough so that it enters into long term memory and therefore can be retained and recalled. Dr. Orey explains that we want to try and teach our students through ellaboration. Ellaboration is when we make connections to information so that we can better recall it. When we cannot recall information it is not because we cannot remember, it is because we forgot how to get to it. A good strategy is to make as many connections as we can when learning so that we are better able to find the information again when it is needed.
I believe as teachers this information is very valuable. We must consider how students learn in order to better teach them. If we are to consider the fact that our goal is to have students attain information and store it into long term memory, we must design our lessons to foster that! I think both strategies discussed in our course text this week relate well to cognitive learning theories. Cues, Questions, and Advance Organizers, as well as Summarizing and Note Taking, are all effective instructional strategies to foster processing information into long term memory. These strategies are appropriate for teaching a variety of concepts on a variety of levels. They incorporate numerous tools like technology that when used in conjunction with other teaching strategies are very effective. The process that occurs when students take notes and summarize and ask questions or use organizers is throrough and complete and therefore provides the kind of instruction that supports the cognitive learning theory.
I believe as teachers this information is very valuable. We must consider how students learn in order to better teach them. If we are to consider the fact that our goal is to have students attain information and store it into long term memory, we must design our lessons to foster that! I think both strategies discussed in our course text this week relate well to cognitive learning theories. Cues, Questions, and Advance Organizers, as well as Summarizing and Note Taking, are all effective instructional strategies to foster processing information into long term memory. These strategies are appropriate for teaching a variety of concepts on a variety of levels. They incorporate numerous tools like technology that when used in conjunction with other teaching strategies are very effective. The process that occurs when students take notes and summarize and ask questions or use organizers is throrough and complete and therefore provides the kind of instruction that supports the cognitive learning theory.
Wednesday, September 16, 2009
Behaviorism in Practice
I do believe that there is still a place for behavioral learning theories in the classroom. I also believe that these theories should be implemented in appropriate places. Two intructional strategies described in the book Using Technology with Classroom Instruction that Works, reinforcing effort and homework and practice, do not directly support the theory of behaviorism.
I feel that a behavioral approach to instruction, is based upon remedial drill and practice. In the chapter that discusses reinforcing effort, it describes using technology as a tool to help students see the correlation between effort and achievment through tools such as spreadsheets. The authors describe various ways of using spreadhseets to record data in a way that provides a visual for students to see how their achievements reflect their efforts. I think it is always beneficial to involve students in their own learning and hold them accountable for their efforts. Unfortunately I feel that many of the strategies described would be difficult for me to use in my kindergarten classroom. I thought is was interesting reading about the homework practice and how it relates to using technology. Again, I do not think that many of the strategies described are supportive of behaviorism, nor do I think these types of homework practices should be. Using technology such as computers are a great way to extend and foster many skills learned in the classroom and teachers should consider the benefits that extend far from simple word processing. Using multimedia applications for commincation or research can produce limitless success in learning. Again though, I feel at this point in the year it would be difficult for me to even adapt these ideas for the kindergarten classroom.
I really enjoyed reading chapters 8 and 10 in Using Technology with Classroom Instruction that Works. I feel strongly about behavioral learning theories being acceptable to use when done so appropriately. In both chapters, instructional strategies that were described would not be considered as supporting such theories, however I do not think that fact eliminates the validity of implementing it at other times or in other areas of instruction.
Sarah Horner
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist Learning Theory [Motion picture]. Bridging learning theory, instruction and technology.Baltimore: Author.
I feel that a behavioral approach to instruction, is based upon remedial drill and practice. In the chapter that discusses reinforcing effort, it describes using technology as a tool to help students see the correlation between effort and achievment through tools such as spreadsheets. The authors describe various ways of using spreadhseets to record data in a way that provides a visual for students to see how their achievements reflect their efforts. I think it is always beneficial to involve students in their own learning and hold them accountable for their efforts. Unfortunately I feel that many of the strategies described would be difficult for me to use in my kindergarten classroom. I thought is was interesting reading about the homework practice and how it relates to using technology. Again, I do not think that many of the strategies described are supportive of behaviorism, nor do I think these types of homework practices should be. Using technology such as computers are a great way to extend and foster many skills learned in the classroom and teachers should consider the benefits that extend far from simple word processing. Using multimedia applications for commincation or research can produce limitless success in learning. Again though, I feel at this point in the year it would be difficult for me to even adapt these ideas for the kindergarten classroom.
I really enjoyed reading chapters 8 and 10 in Using Technology with Classroom Instruction that Works. I feel strongly about behavioral learning theories being acceptable to use when done so appropriately. In both chapters, instructional strategies that were described would not be considered as supporting such theories, however I do not think that fact eliminates the validity of implementing it at other times or in other areas of instruction.
Sarah Horner
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist Learning Theory [Motion picture]. Bridging learning theory, instruction and technology.Baltimore: Author.
Wednesday, June 24, 2009
Reflection
This course has taught me the necessary skills and abilities to effectively teach students of the 21st century. I have learned a variety resources and tools that are or could be available to me and my students. I have gained a thorough understanding of how to integrate technology into my classroom and the many reasons that it is important. I have learned about wikis, podcasts, blogs, and how to use them. I believe that a teacher must completely understand and master skills in a specific area, in order to teach it effectively to students. I feel that because of what I have learned through this course, I can now integrate technology into my classroom. I believe it is so important that other teachers commit to being lifelong learners and begin to educate themselves on the benefits of technology in the classroom. Students today are much different than those of the past. They have changed tremendously and therefore so have their needs for successful existence in our world. Another important part of this course was changing my perspective from teacher-centered to learner-centered. I have really begun not only to believe in but to design actual lessons that are learner-centered. Instead of directing activities to my students, I have created activities and lessons that promote higher-level thinking, critical thinking skills, and collaborative opportunities for problem solving. I will definitely be continuing to grow personally as a learner. I will continue to further my knowledge of integrating technology in the classroom. Not only will I do this through continuing my education here at Walden in that area, but also in promoting professional learning opportunities in my school system.
I have spent a considerable amount of time reflecting on two long term goals that I can set for myself. I will be teaching kindergarten starting in the fall and so it is more difficult I terms of technology in respect to what my students abilities will be. I think one goal will be to teach my students some basic computer skills in order for them to be able to explore websites. I think that this is important because I will be exposing them to technology and to computers as well as giving the exposure to different text on different websites. I have an assistant and she will probably have to assist students greatly in the beginning. Overall, my goal will be that my students, even being only 5 years old, will experience a considerable amount of technology integration. Another goal in the next two years would be to possibly acquire funding so that I can have at least 1 or 2 other tools for technology other than just the computer, available to my students. I realize the barriers that I will face in trying to meet this goal, but I have already begun to write requests for grants.
Many things have changed since I first began this course. When I reflected upon the checklist from the beginning of the course, I can see what has changed and what I have learned. I am an advocate for the integration of technology in the classroom and truly understand why. I have already changed my classroom environment greatly and seen, first hand, the benefits that integrating technology into the classroom can provide.
I have spent a considerable amount of time reflecting on two long term goals that I can set for myself. I will be teaching kindergarten starting in the fall and so it is more difficult I terms of technology in respect to what my students abilities will be. I think one goal will be to teach my students some basic computer skills in order for them to be able to explore websites. I think that this is important because I will be exposing them to technology and to computers as well as giving the exposure to different text on different websites. I have an assistant and she will probably have to assist students greatly in the beginning. Overall, my goal will be that my students, even being only 5 years old, will experience a considerable amount of technology integration. Another goal in the next two years would be to possibly acquire funding so that I can have at least 1 or 2 other tools for technology other than just the computer, available to my students. I realize the barriers that I will face in trying to meet this goal, but I have already begun to write requests for grants.
Many things have changed since I first began this course. When I reflected upon the checklist from the beginning of the course, I can see what has changed and what I have learned. I am an advocate for the integration of technology in the classroom and truly understand why. I have already changed my classroom environment greatly and seen, first hand, the benefits that integrating technology into the classroom can provide.
Thursday, June 4, 2009
Tuesday, May 26, 2009
Application 4: Evaluating 21st Century SKills
I spent a considerable amount of time, exporing http://www.21stcenturyskills.org/. This is a site dedicated to informing others on the process and importance of incorporating an adequate level of innovation in the world of education. It focuses on bringing "together the business community, education leaders, and policymakers to define a powerful vision for 21st century education to ensure every child's success as citizens and workers in the 21st century"(http://www.21stcenturyskills.org/). Upon first viewing this website, I thought it seemed like a valuable resource. However, as I looked a little closer, I realized that I was unable to view a large portion of the content. I realized that it required a written request for some of the subject matter, stating your intent. It also needed a state wide committment to be considered as a "P21" school. So therefore, although I think this site has a lot of valuable information, I really wish that I was able to see it. I did enjoy the "Online Tools" and the "Publications". Route 21 was very informative, I liked reading about and exploring this section. I was surpised to see that it contained a professional development link, and I was very curious to know what resources it provided. I really do disagree with the requiremnts needed to view most of the site. I definitely agreed with the site's mission statement, as well as the content that I was able to view. In the 21st century, we as citizens of this country, must be better educated than in the past. Our current state curriculums do not include the skills that Americans need today. As a teacher, I think it is imparitive to take responsibility for myself and my students. I have committed to being a life-long learner, and the need for 21st century skills to be implemented in education, is a perfect example of an issue that requires me to be. I believe that I must be my students, and my own, advocate. I need to seek out learning opportunities and find ways to start providing skills and meeting the needs of my 21st century students.
Wednesday, May 13, 2009
Sarah Horner 5/13 Post: Blogging in the Classroom
I have really grown to enjoy blogging. As I spend time in my current course, I am beginning to see how beneficial they can be. I would say that if I taught a higher-level, I would use blogs in my classroom for student's writing. At a higher level, I think it would be neat for them to use a blog as a journal. Not only would using the web, as opposed to paper and pen, be motivating, they can also collaborate and share more easily among themselves. I would assume also, that students could read other students entries and that could be a great way for higher ability writers, to model for others who are struggling. As a teacher, it would be a great place to archive work samples!
Unfortunately, at the Kindergarten level, I do not think my students could perform that task, at least not until possibly the 2nd half of the year, on a much smaller scale. However, I tried to think of a way that I could differentiate the idea of sharing or journaling through a blog. An idea that I did have was that my kindergarteners could dictate a story, even a sentence, or a journal entry, and I could type for him/her. Realistically, I may only be able to do 1 or 2 student's a week, but it would still be beneficial, just at a different level. The purpose would be that I could keep track of different skills, for example; language use, sentence structure, creativity, voice, etc, and the individual growth of my students. They could even possibly continue a certain blog across grade levels, and track their own writing progress eventually. I also thought that if I did this at the Kindergarten level, they could share what they/I typed, in a show-n-tell type setting. This would provide an opportunity for them to share and collaborate among peers. Using a blog across grade levels, could provide tracking capabilities for both teachers and students. Using any form of technology really enhances any lesson but giving that added motivation for students is what really makes a difference. Students are motivated by anything new. If we differentiate what we teach to meet students needs, why not differentiate how we teach content?
I truly think that blogging could be a great tool, at any level, including Kindergarten. Not only does it provide an opportunity for me as a teacher to collaborate with other teachers, but they can be beneficial for students as well. I am teaching at an early childhood level, and I am teaching all content ares. I truly think that it could be valuable to let them experience blogging and its benefits early. Even though it would take a large amount of assistance, it will give them that base-knowledge to use in the future, when blogging becomes something they can do individually.
Unfortunately, at the Kindergarten level, I do not think my students could perform that task, at least not until possibly the 2nd half of the year, on a much smaller scale. However, I tried to think of a way that I could differentiate the idea of sharing or journaling through a blog. An idea that I did have was that my kindergarteners could dictate a story, even a sentence, or a journal entry, and I could type for him/her. Realistically, I may only be able to do 1 or 2 student's a week, but it would still be beneficial, just at a different level. The purpose would be that I could keep track of different skills, for example; language use, sentence structure, creativity, voice, etc, and the individual growth of my students. They could even possibly continue a certain blog across grade levels, and track their own writing progress eventually. I also thought that if I did this at the Kindergarten level, they could share what they/I typed, in a show-n-tell type setting. This would provide an opportunity for them to share and collaborate among peers. Using a blog across grade levels, could provide tracking capabilities for both teachers and students. Using any form of technology really enhances any lesson but giving that added motivation for students is what really makes a difference. Students are motivated by anything new. If we differentiate what we teach to meet students needs, why not differentiate how we teach content?
I truly think that blogging could be a great tool, at any level, including Kindergarten. Not only does it provide an opportunity for me as a teacher to collaborate with other teachers, but they can be beneficial for students as well. I am teaching at an early childhood level, and I am teaching all content ares. I truly think that it could be valuable to let them experience blogging and its benefits early. Even though it would take a large amount of assistance, it will give them that base-knowledge to use in the future, when blogging becomes something they can do individually.
Thursday, May 7, 2009
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