Constructivist and constructionist activities are not new concepts and I think it is save to save every administrator would love to walk into his or her teacher’s classroom and see these types of activities being used. Dr. Michael Orey states that during constructionist activities, students learn best when they build an external artifact (Laureate Education, 2010). I would have to agree. I know I learn best when I am physically involved. If I am traveling someplace for the first time, I will remember the directions better if I am the actual driver rather than if I was to be the passenger. If I am the driver, I am fully engaged and my focus is on every turn. The same concept applies in the classroom as well.
In Using Technology with Classroom Instruction that Works, “Generating and Testing Hypotheses” explains how student are engaged in processing information, applying content knowledge, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn & Malenoski, 2007). In order to generate and test hypotheses students must use critical thinking skills and perform some sort of experiment to test their hypotheses. This is related to this weeks constructivist/constructionist learning theory due to the hands on approach. After establishing that students learn best working hands on, technology is a great way for students to be engaged and work hands on. A few uses of technology that work great for testing hypotheses are spreadsheets, data collection tools, and web resources. Again, I do not see too many examples involving math even though it is stated that all three types can be used in all areas. At the moment, I believe spreadsheets might be the most productive for me. Students can do many different things with spreadsheets. They can collect and store their own data and test many different hypotheses on the correlation between their data. Students can create histograms, bar graphs, scatter plots and line graphs. With scatter plots, students can create lines of best fit or use line graphs to compare data. Students can also use spreadsheets for different functions such as linear functions and exponential functions.
It is difficult to use constructivist/constructionist activities on an everyday basis because they are time consuming but when used correctly and efficiently, students can benefit greatly.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and Constructivist Learning Theories: Author.
Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).
Wednesday, September 28, 2011
Tuesday, September 20, 2011
Cognitive Learning Theory
In Using Technology with Classroom Instruction that Works, “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” are two instructional strategies embed technology and are highly correlated with the principles of the cognitive learning theory.
Cues, questions, and advanced organizers are great for student’s organizational skills. I am a big advocate that sometimes, less is more. To help with informational processing when students are first learning a topic, focusing on a few keys points is better than giving them multiple. Our short term memory is only limited to about five to nine items at a time (Laureate Education, 2010). Cues, questions, and advanced organizers should focus on what is important rather than what is unusual (Pitler, Hubbell, Kuhn & Malenoski, 2007). The cognitive theory is based on information processing and there are technologies that allow us to correlate cues, questions, and advanced organizers to process information. For math, I really like the idea of using spreadsheet software and brainstorming software. Spreadsheets allow the students and myself to collect and organize data quickly. I can also use spreadsheets, like Microsoft excel, to create graphs and tables. Brainstorming and organizing software allows the students to put together a visual map of the main ideas. Giving the students a visual is just another way to use their multiple senses.
Summarizing and note-taking is important in the math classroom, just like any classroom for that matter. I had a student ask me the other day why we have to take notes. I simply expressed to him that the notes are important because they are his study guide for the exam. Unlike last week, I did not read many examples on how to incorporate these strategies into a math classroom. I could definitely use the note-taking templates created in inspiration to create a map for students to fill in with main topics and examples of each topic such as maybe a problem that correlates to that topic. In terms of communication software, I really like the idea of using a blog. This implements the strategies of reciprocal learning (Pitler, et al., 2007). Students can ask questions on the blog and other students can help each other help while I facilitate the learning.
With the cognitive theory being based on the idea of processing and storing information, making connections, and creating networks, the two strategies discussed above can help our student’s process information better and make better connections.
Technology-based cognitive tools can help increase students’ engagement and deepen their understanding. In the past when I have taught graphing linear lines of best fit to scatter plots, I did not feel as though the students were fully engaged. They also did not have a real deep understanding as to what the best fit line represented about the data. This is partially my fault because of time restrictions. My method for introducing this lesson was mainly direct instruction. I could incorporate a technology-based cognitive tool to enhance the lesson. With the use of Microsoft Excel, students could enter and access their data much faster than if they were doing it with paper and pencil. This would save us time and I could proceed with deepening their understanding. Students could both run their own experience and collect their own data or I would already have the data for them. Ideally I would like them to collect their own data for them to use. Once this data is entered into excel, the students can draw their own line of best fit to the graph and then they could use excel to draw the actual line of best fit and also get an equation for that line. The students could then compare their line of best fit with the actual line. They could compare equations as well. By them creating an equation for the line brings back information from previous lessons. Dr. Michael Orey stated that by integrating multiple senses in presentations improves learning (Laureate Education, 2010). The students are accessing all their senses due to such a hands on activity. When students are fully engaged, their abilities are endless. Using technology-base cognitive tools allows them to do just that.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning Theory. Baltimore: Author.
Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).
Cues, questions, and advanced organizers are great for student’s organizational skills. I am a big advocate that sometimes, less is more. To help with informational processing when students are first learning a topic, focusing on a few keys points is better than giving them multiple. Our short term memory is only limited to about five to nine items at a time (Laureate Education, 2010). Cues, questions, and advanced organizers should focus on what is important rather than what is unusual (Pitler, Hubbell, Kuhn & Malenoski, 2007). The cognitive theory is based on information processing and there are technologies that allow us to correlate cues, questions, and advanced organizers to process information. For math, I really like the idea of using spreadsheet software and brainstorming software. Spreadsheets allow the students and myself to collect and organize data quickly. I can also use spreadsheets, like Microsoft excel, to create graphs and tables. Brainstorming and organizing software allows the students to put together a visual map of the main ideas. Giving the students a visual is just another way to use their multiple senses.
Summarizing and note-taking is important in the math classroom, just like any classroom for that matter. I had a student ask me the other day why we have to take notes. I simply expressed to him that the notes are important because they are his study guide for the exam. Unlike last week, I did not read many examples on how to incorporate these strategies into a math classroom. I could definitely use the note-taking templates created in inspiration to create a map for students to fill in with main topics and examples of each topic such as maybe a problem that correlates to that topic. In terms of communication software, I really like the idea of using a blog. This implements the strategies of reciprocal learning (Pitler, et al., 2007). Students can ask questions on the blog and other students can help each other help while I facilitate the learning.
With the cognitive theory being based on the idea of processing and storing information, making connections, and creating networks, the two strategies discussed above can help our student’s process information better and make better connections.
Technology-based cognitive tools can help increase students’ engagement and deepen their understanding. In the past when I have taught graphing linear lines of best fit to scatter plots, I did not feel as though the students were fully engaged. They also did not have a real deep understanding as to what the best fit line represented about the data. This is partially my fault because of time restrictions. My method for introducing this lesson was mainly direct instruction. I could incorporate a technology-based cognitive tool to enhance the lesson. With the use of Microsoft Excel, students could enter and access their data much faster than if they were doing it with paper and pencil. This would save us time and I could proceed with deepening their understanding. Students could both run their own experience and collect their own data or I would already have the data for them. Ideally I would like them to collect their own data for them to use. Once this data is entered into excel, the students can draw their own line of best fit to the graph and then they could use excel to draw the actual line of best fit and also get an equation for that line. The students could then compare their line of best fit with the actual line. They could compare equations as well. By them creating an equation for the line brings back information from previous lessons. Dr. Michael Orey stated that by integrating multiple senses in presentations improves learning (Laureate Education, 2010). The students are accessing all their senses due to such a hands on activity. When students are fully engaged, their abilities are endless. Using technology-base cognitive tools allows them to do just that.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive Learning Theory. Baltimore: Author.
Pitler, Hubbell, Kuhn & Malenoski. (2007). Using Technology with Classroom Instruction that Works. Denver, Colorado: Mid-Continent Research for Education and Learning (McREL).
Tuesday, September 13, 2011
The Use of Technology with Classroom Instruction and Behaviorist Learning Theory
“Reinforcing effort” and “homework” and two instructional practices that involve technology from, “Using Technology with Classroom Instruction that Works.” No two people are the same. Everyone’s brain processes information differently, therefore learning is very different as well. Success depends on many different factors but I still believe success is ultimately intrinsic. In today’s world of technology, educators have methods for students to keep track of their own progress and effort using spreadsheets and data collection. I was very surprised to see these strategies being used as young as fifth grade. I like the concept because it makes students take ownership of their work and success. They can see if they do not do well, it will show based on the time they put in.
Homework and practice are strategies that I truly believe in, especially being a high school math teacher. I am constantly telling my students that if they do not do their homework and practice the material, they will not be successful in the class. I was truly surprised to see that students need about 24 practice sessions to become 80-percent proficient with a skill (Marzano et al., 2001, p. 67). I was also surprised by all the math examples as well. Students used spreadsheets for graph parabolas and students constructed a game of battleship using PowerPoint. There were also a lot of websites geared towards math and sharpening skills. The National Library of Virtual Manipulatives, BBC Skillswise, and ExploreLearning are a few of the websites listed.
Michael Orey stated that technology is most effective when remediation activities are minimally incorporated (Laureate Education, 2010). The technology strategies listed above are not for mediation but for the students to track their own effort and work. In terms of the behaviorist learning theory, behaviors are characterized on a reward and punishment basis. Desirable traits should be reinforced while undesirable traits should be punished (Laureate Education, 2010). With the strategies listed above, technology cannot be a reward. What the technology does for us is backs up whatever decisions we make in terms of rewards and punishments. Since the students, along with educators, are tracking the student’s effort via spreadsheets and data collection, the students themselves will see that they are not performing because of their own lack of endeavor. When students lose out on recess or lost free time and have to put in time doing work instead, they know it was no one’s fault but their own. I am a huge advocate of students taking ownership. I can put all my free time into helping a student, but if they are not willing to put the time in as well, then my options run thin.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist Learning Theory. Baltimore: Author.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
Homework and practice are strategies that I truly believe in, especially being a high school math teacher. I am constantly telling my students that if they do not do their homework and practice the material, they will not be successful in the class. I was truly surprised to see that students need about 24 practice sessions to become 80-percent proficient with a skill (Marzano et al., 2001, p. 67). I was also surprised by all the math examples as well. Students used spreadsheets for graph parabolas and students constructed a game of battleship using PowerPoint. There were also a lot of websites geared towards math and sharpening skills. The National Library of Virtual Manipulatives, BBC Skillswise, and ExploreLearning are a few of the websites listed.
Michael Orey stated that technology is most effective when remediation activities are minimally incorporated (Laureate Education, 2010). The technology strategies listed above are not for mediation but for the students to track their own effort and work. In terms of the behaviorist learning theory, behaviors are characterized on a reward and punishment basis. Desirable traits should be reinforced while undesirable traits should be punished (Laureate Education, 2010). With the strategies listed above, technology cannot be a reward. What the technology does for us is backs up whatever decisions we make in terms of rewards and punishments. Since the students, along with educators, are tracking the student’s effort via spreadsheets and data collection, the students themselves will see that they are not performing because of their own lack of endeavor. When students lose out on recess or lost free time and have to put in time doing work instead, they know it was no one’s fault but their own. I am a huge advocate of students taking ownership. I can put all my free time into helping a student, but if they are not willing to put the time in as well, then my options run thin.
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist Learning Theory. Baltimore: Author.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom Instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.
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