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Tuesday, November 23, 2010
Monday, August 16, 2010
Week 8 Refelction
During this course I have developed a GAME plan outlining two areas of the NET-T standards I want to improve upon. One area was Standard 1 – Facilitate and inspire student learning and creativity and the other was Standard 5 – Engage in professional growth and leadership.
In the area of Standard 1, I wanted to utilize webquests in order to give my students authentic and relevent learning experiences. While developing my problem based unit plan, I changed my focus. Not only do I want to utilize webquests, I want to go beyond the webquest and utilize problem based learning in my teaching. Problem based learning is one way to cover a lot of content and standards at one time. This type of teaching allows my students to have relevant learning experiences. I was able to develop a lesson that allowed students to collaborate with students in another state. I would love to be able to do this. My goal for this year is to find a classroom in another state or country to collaborate with in a learning environment.
The second NET-T standard I want to improve upon is to engage in professional growth and leadership. School started last week for us, and another teacher and I have developed the Carver Tech. Squad. We are responsible for helping teachers learn how to use the technology they have, present ways to develop lessons using technology, and to assist in updating/creating teacher webpages. We are going to basically help other teachers learn what they need to learn in order to be proficient in using educational technology. I feel that as a teacher, I am commited to life-long learning. Being part of this tech squad, I will have to continually learn, and bring it back to the teachers at my school.
This class has been a large part of what I want to bring back to the teachers at my school. I cannot wait to present problem based learning, using Skype, and digital storytelling in the classroom. I am also learning how to use Scratch, a program that another student in this class has introduced to me recently.
While I am teaching and learning, I will continue to use the GAME plan in order to moniter and improve all of our learning.
In the area of Standard 1, I wanted to utilize webquests in order to give my students authentic and relevent learning experiences. While developing my problem based unit plan, I changed my focus. Not only do I want to utilize webquests, I want to go beyond the webquest and utilize problem based learning in my teaching. Problem based learning is one way to cover a lot of content and standards at one time. This type of teaching allows my students to have relevant learning experiences. I was able to develop a lesson that allowed students to collaborate with students in another state. I would love to be able to do this. My goal for this year is to find a classroom in another state or country to collaborate with in a learning environment.
The second NET-T standard I want to improve upon is to engage in professional growth and leadership. School started last week for us, and another teacher and I have developed the Carver Tech. Squad. We are responsible for helping teachers learn how to use the technology they have, present ways to develop lessons using technology, and to assist in updating/creating teacher webpages. We are going to basically help other teachers learn what they need to learn in order to be proficient in using educational technology. I feel that as a teacher, I am commited to life-long learning. Being part of this tech squad, I will have to continually learn, and bring it back to the teachers at my school.
This class has been a large part of what I want to bring back to the teachers at my school. I cannot wait to present problem based learning, using Skype, and digital storytelling in the classroom. I am also learning how to use Scratch, a program that another student in this class has introduced to me recently.
While I am teaching and learning, I will continue to use the GAME plan in order to moniter and improve all of our learning.
Tuesday, August 10, 2010
NET-S
While reading through the ISTE NET-T and the NET-S standards, I notice how the NET-T standards require the teacher to design technology rich learning experiences and the students are participating in technology rich learning expereiences. In order for students to be successful in the 21st century, they have to be proficient in the NET-S standards. The workplace has moved from the closed cubicle to a global marketplace. During a meeting at the beginning of school last year, we were told that we are preparing our students for jobs that have not been created yet. That statement really made me think about how I am preparing my students.
I think using the GAME plan is a great way for students to take control of their learning. With every project, there must be a plan. I have my students make goals every week, but I will change the goals to a GAME plan. Unlike a goal, the GAME plan actually requires the student to lay out their plan, and if necessary change the plan as needed.
I think using the GAME plan is a great way for students to take control of their learning. With every project, there must be a plan. I have my students make goals every week, but I will change the goals to a GAME plan. Unlike a goal, the GAME plan actually requires the student to lay out their plan, and if necessary change the plan as needed.
Tuesday, August 3, 2010
Revising the GAME Plan
What have you learned so far that you can apply in your instructional practice?
I have learned that Problem Based Learning is a great way to incorporate a lot of standards across the curriculum, while providing authentic learning experiences for the students. PBL does not have to take a long time, it can last a few days or as long as the school year.
What goals are you still working toward?
I am still working on incorporating the use of webquests in the classroom, however, I am shifting that more towards using PBL more in the classroom. Webquests are now just a part of the technology I want to incorporate into my lessons.
Based on the NETS-T, what new learning goals will you set for yourself?
My new goal is to Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
By utilzing PBL learning, and the use of social networking tools, I will be able to reach this goal.
What learning approaches will you try next time to improve your learning?
I am still learning how to use social networking in the classroom, and I am intrigued to learn more. However, the reality of the situation, my district will not allow this is the near future.
I have learned that Problem Based Learning is a great way to incorporate a lot of standards across the curriculum, while providing authentic learning experiences for the students. PBL does not have to take a long time, it can last a few days or as long as the school year.
What goals are you still working toward?
I am still working on incorporating the use of webquests in the classroom, however, I am shifting that more towards using PBL more in the classroom. Webquests are now just a part of the technology I want to incorporate into my lessons.
Based on the NETS-T, what new learning goals will you set for yourself?
My new goal is to Facilitate and Inspire Student Learning and Creativity
Teachers use their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student
learning, creativity, and innovation in both face-to-face and virtual environments.
By utilzing PBL learning, and the use of social networking tools, I will be able to reach this goal.
What learning approaches will you try next time to improve your learning?
I am still learning how to use social networking in the classroom, and I am intrigued to learn more. However, the reality of the situation, my district will not allow this is the near future.
Tuesday, July 27, 2010
Week 5
•How effective were your actions in helping you meet your goals?
In obtaining my goal in utilizing and creating web quests in my classroom, I am finding seveal webquests that I will be able to use in my classroom. This week we are tasked with creating a problem based lesson plan using technology. I have found a great webquest concerning my topic. By using the webquest I am able to present the students with a problem before they are given the tools and background knowledge. Students have to figure out what they need to know in order to move forward in their own self-directed learning (Laureate Education, Inc.).
What have you learned so far that you can apply in your instructional practice?
I have learned that putting together the resources for problem based learning takes a lot of time, however, when put together, students benefit greatly. Some of the beneifts are covering many standards across the curriculum, and students are given a meaningful learning environment. This will increase learner motivation, and students will retain the information instead of memorizing it and forgetting it(Laureate Education, Inc.).
What do you still have to learn? What new questions have arisen?
Some new questions have arisen. These questions do not necessiarily deal with learning webquests, but how to group my students. I always believed that they should be grouped high ablility/ low ability. However, after this week's presentations, a case for heterogenus grouping made me think about my grouping in the past. I think I will have to experiement with each class in order to determine the best course of action for each project.
•How will you adjust your plan to fit your current needs?
So far I feel that I am on track with my plan in utilzing webquests in my lessons, and do not feel the need to make any adjustments to my plan at this time.
References:
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
In obtaining my goal in utilizing and creating web quests in my classroom, I am finding seveal webquests that I will be able to use in my classroom. This week we are tasked with creating a problem based lesson plan using technology. I have found a great webquest concerning my topic. By using the webquest I am able to present the students with a problem before they are given the tools and background knowledge. Students have to figure out what they need to know in order to move forward in their own self-directed learning (Laureate Education, Inc.).
What have you learned so far that you can apply in your instructional practice?
I have learned that putting together the resources for problem based learning takes a lot of time, however, when put together, students benefit greatly. Some of the beneifts are covering many standards across the curriculum, and students are given a meaningful learning environment. This will increase learner motivation, and students will retain the information instead of memorizing it and forgetting it(Laureate Education, Inc.).
What do you still have to learn? What new questions have arisen?
Some new questions have arisen. These questions do not necessiarily deal with learning webquests, but how to group my students. I always believed that they should be grouped high ablility/ low ability. However, after this week's presentations, a case for heterogenus grouping made me think about my grouping in the past. I think I will have to experiement with each class in order to determine the best course of action for each project.
•How will you adjust your plan to fit your current needs?
So far I feel that I am on track with my plan in utilzing webquests in my lessons, and do not feel the need to make any adjustments to my plan at this time.
References:
Laureate Education, Inc. (Executive Producer). (2009). Integrating Technology Across the Content Areas. Baltimore: Author.
Thursday, July 22, 2010
Continuing With My GAME Plan
Take a moment to consider the steps you have taken toward meeting the goals you established for learning about technology and technology resources.
Are you finding the information and resources you need?
In obtaining my goal in utilizing and creating web quests in my classroom, I am finding several resources on the internet. Education World is an amazing resource for creating my own web quest.
Do you need to modify your action plan?
A modification I would make to my action plan is to incorporate self-reflection into my assessment of utilizing web quests. I would also like to include parents in the evaluation process of using the web quest. I would do this by posting this on our class blog, asking parents to post feedback. I think by doing this, I can monitor the success or failure of my goal and adjust accordingly. This would be an excellent way to involve pareents, and also aid in reporting assessment results to stakeholders such as parents and administrators (Cennamo, Ertmer, & Ross, 2009). Parent and student feedback would help me determine if I am on the right track.
What have you learned so far?
I am finding that the process of creating a web quest is daunting, and a lot of work. I may talk to another teacher about collaborating on this project.
What new questions have arisen?
I need to vary assessment based on student learning sytles. I want to make this as authentic as possible, and develop assessment to measure student learning (Cennamo, Ertmer, & Ross, 2009).
Cennamo, K., Ertmer, P., & Ross, J. (2009). Technology Integration for Meaningful Classroom Use. Mason, Ohio: Cengage Learning.
Are you finding the information and resources you need?
In obtaining my goal in utilizing and creating web quests in my classroom, I am finding several resources on the internet. Education World is an amazing resource for creating my own web quest.
Do you need to modify your action plan?
A modification I would make to my action plan is to incorporate self-reflection into my assessment of utilizing web quests. I would also like to include parents in the evaluation process of using the web quest. I would do this by posting this on our class blog, asking parents to post feedback. I think by doing this, I can monitor the success or failure of my goal and adjust accordingly. This would be an excellent way to involve pareents, and also aid in reporting assessment results to stakeholders such as parents and administrators (Cennamo, Ertmer, & Ross, 2009). Parent and student feedback would help me determine if I am on the right track.
What have you learned so far?
I am finding that the process of creating a web quest is daunting, and a lot of work. I may talk to another teacher about collaborating on this project.
What new questions have arisen?
I need to vary assessment based on student learning sytles. I want to make this as authentic as possible, and develop assessment to measure student learning (Cennamo, Ertmer, & Ross, 2009).
Cennamo, K., Ertmer, P., & Ross, J. (2009). Technology Integration for Meaningful Classroom Use. Mason, Ohio: Cengage Learning.
Monday, July 12, 2010
Reviewing the GAME Plan
My goal offacilitating and inspiring student learning and creativity especially in the area of exploring real world issues and solving authentic problems using digital tools and resources.
In order to utilize WebQuests I need to explore other WebQuests to determine how I want to utilize this type of activity in my classroom. I also need to talk to other educators who have created WebQuests. So far I have determined the topic of a Webquest I would like to create, and studied other sites in order to determine what activities I would like to include.
For my goal of participating in my school’s technology committee I need to talk to my principal in order to be placed on this committee. I have not been able to take any steps towards this goal since I found out that we are getting a new principal this year. My principal got a promotion last week.
In order to utilize WebQuests I need to explore other WebQuests to determine how I want to utilize this type of activity in my classroom. I also need to talk to other educators who have created WebQuests. So far I have determined the topic of a Webquest I would like to create, and studied other sites in order to determine what activities I would like to include.
For my goal of participating in my school’s technology committee I need to talk to my principal in order to be placed on this committee. I have not been able to take any steps towards this goal since I found out that we are getting a new principal this year. My principal got a promotion last week.
Tuesday, July 6, 2010
EDUC 6713 Week 2 NETS-T Standards
The NETS-T standards I would like to strengthen are Standard 1 – Facilitate and inspire student learning and creativity and Standard 5 – Engage in professional growth and leadership.
My goal is to facilitate and inspire student learning and creativity especially in the area of exploring real world issues and solving authentic problems using digital tools and resources.
My action plan would be to utilize Web Quests. A Web Quest is an organized format for presenting lessons that utilize web resources (Cennamo, Ertmer, & Ross, 2009, p. 55). As a teacher I can create my own Web Quest that will be relevant to the lives of the students.
In order to monitor the success of this activity, I will observe the students as they explore the Web Quest.
The evaluation would come from the students. I would discuss this activity with my students to determine the effectiveness of using this type of technology in the classroom. Another way to evaluate is to read the students’ reflections at the conclusion of the activity. As the students use the Web Quests, I will continually redesign the lessons in order to make each Web Quest more meaningful, and relevant.
The second NETS-T standards I would like to strengthen is to engage in professional growth and leadership.
My goal is to participate in my school’s technology committee in order to participate in the purchasing of the technology resources for our school.
My action plan is to attend the annual Louisiana Computer Using Educators in order to keep abreast of the current educational technology available.
In order to monitor the success of engaging in professional growth, I will transfer the information I have learned to my students.
Evaluation will occur when I observe my students to determine, if their learning needs being met, if they using digital tools effectively, and if other teachers are excited and using new technology. As more teachers and students use the technology, I will have to continue to learn in order to help others learn.
Cennamo, K., Ertmer, P., & Ross, J. (2009). Technology Integration for Meaningful Classroom Use. Mason, Ohio: Cengage Learning.
My goal is to facilitate and inspire student learning and creativity especially in the area of exploring real world issues and solving authentic problems using digital tools and resources.
My action plan would be to utilize Web Quests. A Web Quest is an organized format for presenting lessons that utilize web resources (Cennamo, Ertmer, & Ross, 2009, p. 55). As a teacher I can create my own Web Quest that will be relevant to the lives of the students.
In order to monitor the success of this activity, I will observe the students as they explore the Web Quest.
The evaluation would come from the students. I would discuss this activity with my students to determine the effectiveness of using this type of technology in the classroom. Another way to evaluate is to read the students’ reflections at the conclusion of the activity. As the students use the Web Quests, I will continually redesign the lessons in order to make each Web Quest more meaningful, and relevant.
The second NETS-T standards I would like to strengthen is to engage in professional growth and leadership.
My goal is to participate in my school’s technology committee in order to participate in the purchasing of the technology resources for our school.
My action plan is to attend the annual Louisiana Computer Using Educators in order to keep abreast of the current educational technology available.
In order to monitor the success of engaging in professional growth, I will transfer the information I have learned to my students.
Evaluation will occur when I observe my students to determine, if their learning needs being met, if they using digital tools effectively, and if other teachers are excited and using new technology. As more teachers and students use the technology, I will have to continue to learn in order to help others learn.
Cennamo, K., Ertmer, P., & Ross, J. (2009). Technology Integration for Meaningful Classroom Use. Mason, Ohio: Cengage Learning.
Friday, June 25, 2010
Reflection for EDUC 6712
Before starting this class, I was under the assumption that students automatically knew how to use a search engine. It never occurred to me to that students had to be taught how to search the internet rather than just browse. The process for teaching effective search strategies should be in-depth, contain a lot of teacher modeling, and student practice. Students have to realize that search engines are used in various ways, and that not all search engines operate the same.
I did not give much thought to teaching students how to use the internet, and how to apply that skill. I have never heard of the new literacy skills until this class. I thought by allowing students to freely “research” a topic, I was giving them experience with technology. However, I realize now that students have to be taught the new literacy skills in order to be productive in this global society.
In the future I will start teaching students how to effectively search the internet, how to develop essential questions, how to evaluate information resources, synthesize information, and how to present this information in various modalities. In order to do this, I will model the skills, and give the students plenty of opportunities for practice. No longer will we use the computer lab time for fun and games, this will now be an actual learning class.
My professional development goal is to continue in the Master’s program in order to gain the skills and knowledge I need in order to teach my students the skills they need in order to be successful. I also plan to complete my Master’s degree and teach at the college level in the future. In order to do this, I will continue to take classes, and develop essential skills in order to reach my goal.
I did not give much thought to teaching students how to use the internet, and how to apply that skill. I have never heard of the new literacy skills until this class. I thought by allowing students to freely “research” a topic, I was giving them experience with technology. However, I realize now that students have to be taught the new literacy skills in order to be productive in this global society.
In the future I will start teaching students how to effectively search the internet, how to develop essential questions, how to evaluate information resources, synthesize information, and how to present this information in various modalities. In order to do this, I will model the skills, and give the students plenty of opportunities for practice. No longer will we use the computer lab time for fun and games, this will now be an actual learning class.
My professional development goal is to continue in the Master’s program in order to gain the skills and knowledge I need in order to teach my students the skills they need in order to be successful. I also plan to complete my Master’s degree and teach at the college level in the future. In order to do this, I will continue to take classes, and develop essential skills in order to reach my goal.
Friday, April 16, 2010
Evaluating Research Methods
Scenario 1: Ten students are available for in-depth interviews. Participants will be selected based on their involvement with the peer mediation program. They will be observed over three weeks. Analysis will attempt to determine issues concerning peer mediation. The best method for this scenario would be qualitative. The interactive aspect of this research and the fact that the data is in the form of words rather than numbers would lend itself to a qualitative research (2008, p.20).
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals. The best method for this scenario would be quantitative with an experimental design. In experimental design, the research manipulates what the subjects will experience, and then makes comparisons between the subjects. It investigates cause and effect relationships (2008, p.23).
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions. This research method best used for this scenario would be mixed method. By using the mixed method the researcher investigates cause and effect relationships while combining numerical data. (2008, p.161).
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis. Action research would be the best method used in this scenario. Action research provides an immediate response to data collected (Laureate Education, Inc., 2008). Action research also uses instruments that are convenient and easy to administer and score (2008, p. 175). In this scenario the students will be given a pre and post test and follow up interview will be conducted. This type of data would lend itself to action research.
Laureate Education, Inc. (Producer). (2008). Program seven. Additional Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Scenario 2: Two classrooms of students are selected. There are 30 students in each class; each group will have similar demographics—age, sex, race, socio-economic background, etc. Classes will be randomly divided into two groups of 15 students. Of these two groups, one randomly selected group will get training on peer mediation and the other group will not. Thus in each classroom there will be one group that is trained in peer mediation and one that is not. Analysis will occur on which groups have the fewest office referrals. The best method for this scenario would be quantitative with an experimental design. In experimental design, the research manipulates what the subjects will experience, and then makes comparisons between the subjects. It investigates cause and effect relationships (2008, p.23).
Scenario 3: A school counselor is interested in knowing how student attitudes affect the value of peer mediation to decrease the number of office referrals that are being filed for inappropriate interactions. This research method best used for this scenario would be mixed method. By using the mixed method the researcher investigates cause and effect relationships while combining numerical data. (2008, p.161).
Scenario 4: Peer mediation has become widely used in many schools. The feelings of those involved in the process are little known—either from those doing the mediation or those receiving it. The ZASK-R Acceptance Preference Survey will be given as pre- and post-tests to 40 students participating in mediation. Follow-up interviews will be conducted on a bi-monthly basis. Action research would be the best method used in this scenario. Action research provides an immediate response to data collected (Laureate Education, Inc., 2008). Action research also uses instruments that are convenient and easy to administer and score (2008, p. 175). In this scenario the students will be given a pre and post test and follow up interview will be conducted. This type of data would lend itself to action research.
Laureate Education, Inc. (Producer). (2008). Program seven. Additional Research Methods [Motion picture]. Introduction to educational research. Baltimore: Author.
McMillan, J. H., & Schumacher, S. (2008). Research in education: Evidence-based inquiry (Laureate custom edition). Boston: Pearson.
Monday, March 22, 2010
Week Three: Questions for Research
Problem Statement: I plan to determine if elementary students who use computer based interventions score higher on standardized tests than elementary students who do not use computer based interventions.
I believe this falls under the quantitative research design. This will also fall under the quasi-experimental design. The purpose of this method is to determine cause and effect, there is a direct manipulation of conditions, but no random assignment (2008, p. 24).
My research questions:
1. What computer based interventions are used successfully?
2. What is the frequency of use of these programs?
3. Are the teachers adequately trained in reading and understanding the data from these programs?
4. At what point do students begin using these interventions?
5. What non-computer interventions are used successfully?
6. Are students trained to use the computer programs?
7. Are students missing direct instruction to complete the computer exercises?
8. Do students meet with the teacher after the sessions to discuss work or outcomes?
Methodology: I believe this falls under the quantitative research design. This will also fall under the quasi-experimental design. The purpose of this method is to determine cause and effect, there is a direct manipulation of conditions, but no random assignment.
I believe this falls under the quantitative research design. This will also fall under the quasi-experimental design. The purpose of this method is to determine cause and effect, there is a direct manipulation of conditions, but no random assignment (2008, p. 24).
My research questions:
1. What computer based interventions are used successfully?
2. What is the frequency of use of these programs?
3. Are the teachers adequately trained in reading and understanding the data from these programs?
4. At what point do students begin using these interventions?
5. What non-computer interventions are used successfully?
6. Are students trained to use the computer programs?
7. Are students missing direct instruction to complete the computer exercises?
8. Do students meet with the teacher after the sessions to discuss work or outcomes?
Methodology: I believe this falls under the quantitative research design. This will also fall under the quasi-experimental design. The purpose of this method is to determine cause and effect, there is a direct manipulation of conditions, but no random assignment.
Saturday, March 13, 2010
Problem Statment
I plan to determine if elementary students who use computer based interventions score higher on standardized tests than elementary students who do not use computer based interventions.
Who: elementary students
What: computer based interventions
Why: impact on student achievement based on computer interventions
Who: elementary students
What: computer based interventions
Why: impact on student achievement based on computer interventions
Monday, February 22, 2010
Reflection
As I reflect back on my personal theory of learning at the beginning of class, I find that I have not changed my views as much as my teaching style.
I take an eclectic view of learning instead of subscribing to one learning theory. As the behaviorist theory states, learning is a behavior. I believe that some learning is a behavior that responds to rewards and consequences (Lever-Duffy & McDonald, 2008 p 15). The constructivist perspecitve states that learning is unique to the individaul who constructs it (Lever-Duffy & McDonald, 2008p 16). This theory fits in the sense that everyone is unique with their own unique learning style. Students’ culture, experiences, and environment shape their learning process. Therefore, I firmly believe that learning is building on prior knowledge, and is unique to each individual. I find that I now lean more towards the constructionist’s view of learning which states that in order to understand and learn one must have first hand experience (Laureate Education, Inc., 2008).
As a teacher I take all of these theories into consideration when planning instruction. I address all learning styles in my teaching by using various types of technology. By using the technology students have more control over their learning, allowing teachers to differentiate instruction more efficiently by providing a wider variety of avenues for learning (Lever-Duffy & McDonald, 2008 p 3). I have allowed my students to create more hands on projects, use more technology, and work cooperatively this year than I have in the past. As a result, I have a more student-centered classroom, and grades are improving. I can truly say that I am meeting the individual needs of my students by creating an active learning environment. I am teaching it better, and students are getting it faster (Laureate Education, Inc., 2008).
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical Foundations . Boston: Allyn and Bacon
I take an eclectic view of learning instead of subscribing to one learning theory. As the behaviorist theory states, learning is a behavior. I believe that some learning is a behavior that responds to rewards and consequences (Lever-Duffy & McDonald, 2008 p 15). The constructivist perspecitve states that learning is unique to the individaul who constructs it (Lever-Duffy & McDonald, 2008p 16). This theory fits in the sense that everyone is unique with their own unique learning style. Students’ culture, experiences, and environment shape their learning process. Therefore, I firmly believe that learning is building on prior knowledge, and is unique to each individual. I find that I now lean more towards the constructionist’s view of learning which states that in order to understand and learn one must have first hand experience (Laureate Education, Inc., 2008).
As a teacher I take all of these theories into consideration when planning instruction. I address all learning styles in my teaching by using various types of technology. By using the technology students have more control over their learning, allowing teachers to differentiate instruction more efficiently by providing a wider variety of avenues for learning (Lever-Duffy & McDonald, 2008 p 3). I have allowed my students to create more hands on projects, use more technology, and work cooperatively this year than I have in the past. As a result, I have a more student-centered classroom, and grades are improving. I can truly say that I am meeting the individual needs of my students by creating an active learning environment. I am teaching it better, and students are getting it faster (Laureate Education, Inc., 2008).
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical Foundations . Boston: Allyn and Bacon
Tuesday, February 2, 2010
Social Learning
When students work in groups they are making sense of new knowledge by interacting with others (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). Technology is a great tool to provide cooperative learning.
Student created multimedia is a great way for students to work in a social learning enviroment, and create a project.
Web resources allow students to collaborate with others outside the walls of the classroom. By using web quests, keypals, creating websites, and social networking sites students are allowed to create and take control of their own learning.
Collaborative organizing and shared bookmarking allows teachers and students to collaborate, organize, and share resources while engaging in a mutual learning environment.
Using communicaton software such as Skype allows students to collaborate irregardless of where they are in the world.
The emerging technology is changing the way the world operates; this includes education and learning. As teachers we have to be aware, and utilize the social learning theories in order to keep students interested and able to compete in a global market.
If you cannot view my voicethread above, here is the link
voicethread.com/share/887076/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Student created multimedia is a great way for students to work in a social learning enviroment, and create a project.
Web resources allow students to collaborate with others outside the walls of the classroom. By using web quests, keypals, creating websites, and social networking sites students are allowed to create and take control of their own learning.
Collaborative organizing and shared bookmarking allows teachers and students to collaborate, organize, and share resources while engaging in a mutual learning environment.
Using communicaton software such as Skype allows students to collaborate irregardless of where they are in the world.
The emerging technology is changing the way the world operates; this includes education and learning. As teachers we have to be aware, and utilize the social learning theories in order to keep students interested and able to compete in a global market.
If you cannot view my voicethread above, here is the link
voicethread.com/share/887076/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, January 24, 2010
Constructivism in Practice
This week we explored consructivism/constructionism learning theories. Constructivism basically says that people have unique views of their world based on their personal experiences. In order to change what they know, one must either accomodiate or assimilate it into their exisiting schema(Laureate Education, Inc., 2008). Constructionism theory states that in order to understand and learn, one must have first hand expereince (Laureate Education, Inc., 2008). This is where project based learning comes into play.
All of the models we explored this week, fit into these learning theories.
Generating and testing hypotheses require students to engage in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content (Lever-Duffy & McDonald, 2008 p 202). By engaging in scenario's and using spreadsheet software students are actually contructing their own learning of the topic at hand. Interactive software allows students to actively engage in learning modules that will result in increased motivation and retention in leanring(Lever-Duffy & McDonald, 2008 p 213).
Instead of writing a book report the "old fashioned" way, students now are able to use word processing software to create a booklet or brochure about their book (Laureate Education, Inc., 2008).
The possibilies are endless, and my mind is spinning with ideas after exploring this weeks resources.
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical Foundations . Boston: Allyn and Bacon
All of the models we explored this week, fit into these learning theories.
Generating and testing hypotheses require students to engage in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content (Lever-Duffy & McDonald, 2008 p 202). By engaging in scenario's and using spreadsheet software students are actually contructing their own learning of the topic at hand. Interactive software allows students to actively engage in learning modules that will result in increased motivation and retention in leanring(Lever-Duffy & McDonald, 2008 p 213).
Instead of writing a book report the "old fashioned" way, students now are able to use word processing software to create a booklet or brochure about their book (Laureate Education, Inc., 2008).
The possibilies are endless, and my mind is spinning with ideas after exploring this weeks resources.
Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J., & McDonald, J. B. (2008). Theoretical Foundations . Boston: Allyn and Bacon
Tuesday, January 19, 2010
Cognitivism in Practice
Cues, questions and advance organizers focuses on the ability of students' to use and organize information about a specific topic (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Teachers use cues and questions in order to trigger students' memories and help them access prior knowledge (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Advance organizers are provided to help a student organize the content and focus learning before an activity begins (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.73). Using expository advance oraganizers such as a brochure will help students focus on essential concepts and themes. (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.75-76). I have never given thought to creating a brochure before an activity, this has always been a closing activity. However, students creating these brochures before a new activity will help prepare them to learn the new material. As a third grade teacher, advance organizers and graphic organizers are vital in preparing students to learn new content. Using these cognitive tools helps students to arrange the information into smaller chunks, thus allowing them to store and retrieve it for later use (Laureate Education, Inc., 2008).
Summarizing and note taking focuses on students' ability to synthesize information and state the information in their own words (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). In order to do this students have to be able to delete, substitute, and analyze information at a deeper level (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). Students have to be taught summarizing and note taking. Using Inspiration and Kidspiration is a great way for students to learn note taking skills in an eye-pleasing way.
Using the cognitive learning strategies allows students to process information at a much deeper level.
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Summarizing and note taking focuses on students' ability to synthesize information and state the information in their own words (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). In order to do this students have to be able to delete, substitute, and analyze information at a deeper level (Pitler, Hubbell, Kuhn & Malenoski, 2007, p.119). Students have to be taught summarizing and note taking. Using Inspiration and Kidspiration is a great way for students to learn note taking skills in an eye-pleasing way.
Using the cognitive learning strategies allows students to process information at a much deeper level.
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 13, 2010
Behavorism in Practice
In looking at the behavorist theory in the classroom this week, we connected it to two practices; Homework and Practice and Reinforcing Effort.
Reinforcing Effort strategy ehances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155). In order to do this teachers must explicityly teach students about the importance of effort since some students do not realize the connection between effort and success (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155-156). Students should also keep track of their effort and achievement, this will allow students to recognize the connection between effort and success (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155-156). The motivator or reinforcer then becomes the success.
Homework and Practice give students a chance to review and apply what they have learned (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 187). Through homework, students are able to practice material taught in class. This practice will lead to moe success in the classroom, thus becoming a positive reinforcer. However, the lack of practice or not doing the homework can yield negative reinforcement.
Some great websites were given in our book for students to practice at home. Many of these websites such as iknowthat.com fit the behavorist model by reinforcing the correct answer with applause. If students chose the incorrect answer, they are redirected to a similar problem to practice again.
The pendulum may have swung away from behaviorism however, many programs and behavior management systems are designed around this theory.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Reinforcing Effort strategy ehances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155). In order to do this teachers must explicityly teach students about the importance of effort since some students do not realize the connection between effort and success (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155-156). Students should also keep track of their effort and achievement, this will allow students to recognize the connection between effort and success (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 155-156). The motivator or reinforcer then becomes the success.
Homework and Practice give students a chance to review and apply what they have learned (Pitler, Hubbel, Kuhn & Malenoski, 2007, p. 187). Through homework, students are able to practice material taught in class. This practice will lead to moe success in the classroom, thus becoming a positive reinforcer. However, the lack of practice or not doing the homework can yield negative reinforcement.
Some great websites were given in our book for students to practice at home. Many of these websites such as iknowthat.com fit the behavorist model by reinforcing the correct answer with applause. If students chose the incorrect answer, they are redirected to a similar problem to practice again.
The pendulum may have swung away from behaviorism however, many programs and behavior management systems are designed around this theory.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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