Constructivist/Constructionist Learning Theories

Dr. Orey mentioned that something as simple as PowerPoint would correlate with the principles of constructivist/constructionist learning. When a student creates a PowerPoint they are building something. They do not realize that a lot of work must go into a PowerPoint to make it successful. Good Power Points include visuals, audio and maybe a video clip. This is an activity that gets the students actively engaged in their work. They have to research the information and find different methods to present the information. I do not tell my students how to design and present the information on their Power Point. It is simply their own creation. I act as a facilitator and answer questions here and there and maybe give my suggestions when I see students moving in the wrong direction but they are the ones who are holding the reigns.




Resource

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Cognitive Learning in the Classroom

The strategies that I explored this week correlate with the principles of cognitive learning theory because they create learning situations that have an impact on the students information processing.  When it comes to cognitive learning it talks about how students retain information in the classroom.  I have used virtual field trips and concept maps to create episodic experiences with my students.  I have found that my students retain more information when they can recall an image to associate with a concept.  I like to incorporate a lot of audio and visual components into my lessons.  I have found that these are the lessons that my students remember the most.  When my students have to read a story and I do not have a visual connection to show them they do not do as well as they would have if I had showed them something to make a connection with the text.  Personally I find it easier to retain information myself when I have something to make a visual connection with. 

Behaviorism Part II

In our textbook Using Technology with Classroom Insturction That Works we looked at "Reinfrocing Effort" and "Homework PRactice".  Both of these concepts relate to behaviorism in the classroom.  One very important concept of reinforcment is that there are consequesces that should immediately occur after a certain behavior is performed.  Positive and negative reinforcement are used to encourage or discourage specific behavior inside of the classroom.  It is important that students know which behaviors will be rewarded and which behaviors will recieve punishment. 

Homework is a great way for students to get practice and shape their learning.  "Multimeida allows students to shape experiences to their own learning style and provides immediate feedback and scaffolding" (Pitler, 2007).   I have used several internet resources and software programs that allow my students to get the interactive practice that they need.  Incorporating multimedia and internet into homework allows students more opprotunities for students to challenge themselves and get the practice that they need. 

References:

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

The instructional strategies described in this weeks resources correlate with the principles of behaviorist learning theory because it is a theory that involves students learning a behavior. “Among the methods derived from behaviorist theory for practical classroom application are contracts, consequences, reinforcement, extinction, and behavior modification.” There are web resources that can be used as an incentive to help encourage students to continue practicing their skills. Positive reinforcement can be used to encourage students to perform their work and compete their assignments.


Teacher modeling is also a principle from this weeks resources that correlates with behaviorist learning. Teachers should model the behavior and skills that they want their students to exhibit. Homework must include feedback to fit in this learning theory. Without feedback homework is worthless.



Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/

To my classmates I am testing out my blog.  I have tried blogging on some of your blogs but my account keeps telling me I can't.  I do not know what to do to fix this problem.

Sadie

GAME Plan Reflection

In my Game Plan reflection I would like to begin with a quote that I used in my first blog. The GAME plan enables you to customize your approach to learning tasks, to develop relevant skills that are important to you and prepares you for lifelong learning (Cennamo, 2009). The two National Education Standards for Teachers that I decided to work with were:


1. facilitate and inspire student learning and creativity

. 2.be to promote and model digital citizenship and responsibility

Throughout this course I learned how to develop new lessons that would inspire my students to go beyond what was expected of them. I developed new lessons that would give my students an opportunity to explore who they are and use their personal creativity. In my English class my students enjoyed doing the web quest and getting out of the classroom to work in the computer lab. When it comes to digital citizenship my students still have a ways to go but they are trying to give credit where it is due and that is an improvement.

From this course I learned so many things. My favorite new concept is digital storytelling. I have not had a chance to use the new digital storytelling lesson that I developed but I look forward to the chance to put it to use. I plan on trying it out myself but I can imagine how much fun my students will have creating this project.

The immediate modifications to my instructional process is to include more time for technology in my classroom. I know that I will have to schedule more computer lab time in to my planning. I will also have to make it my goal to make sure that my students have the basic computer knowledge. It is really shocking to see how little my students know about technology. I will also have to make sure that my students know that technology can be very useful in an English classroom. When I took my students to the computer lab for a couple of days before spring break I often heard my students complaining that they were in the lab again because this was an English class and not a computer class. They need to be made aware that technology can benefit them in every class and my GAME plan will help me teach them this.



References:


Cennamo, K., Ross, J., & Ertmer, P. (2010). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

National Education Standards for Teachers (NETS-T) located at http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf.

GAME Plan Future

Next year I feel like for my students to fully benefit from the GAME plan I should use it from the very start.  A whole semester would be needed for my students to learn everything that I could teach them in this manner.  The GAME plan process takes a lot of time and revision.  To help my students develop proficiency in the technology standards I would have to spend a lot of time with them in the computer lab.  I wish my hands were untied but policy keeps me from doing a lot of things that I would like to do.  Maybe next year I can reach out to some of my colleagues and work towards this change.  A partner in crime would help a lot.  I am also thinking about talking to the other English teacher who deals with the kinds of students that I have and maybe working together on a couple of lessons.  Maybe we could make our year more enjoyable and less of a fight for control.