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.
Thursday, September 24, 2009
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.
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