When discussing constructionism, one should focus on the significance that people develop and demonstrate understanding by building artifacts. But, to create these artifacts, we must have firsthand experience with new content in order to understand it. Overall, constructionism is constructing anything, using any tools, as long as the learner is actively engaged in the construction of artifacts.
In this week’s resources the authors focused on the importance of generating and testing hypotheses. Technology related sources which related to this tactic were PowerPoint, spreadsheet software, data collection tools and Web resources. When working with these medias, the main objective in the lesson should be having the student clearly explain their hypotheses and conclusions. Instead of having the student create an artifact from scratch, it is sometimes necessary for the teacher to develop the “bones” of the project or spreadsheet and then let the students manipulate it to find their results. Experimental inquiry will naturally take place when students are allowed to explore the many avenues to prove their hypothesis.
Constructionism will take place in any lesson when students are able to analyze a problem, problem solve, conduct an investigation, decision make and finally create an artifact centered around the objective of the lesson.
Stephanie Coultrip
Sunday, July 26, 2009
Wednesday, July 15, 2009
Cognitive Theory: Advanced Organizers & Note Taking
With this week’s learning focusing on the Cognitive Theory, Dr. Orey (2008) emphasized the importance of enhancing a student’s understands of new material through the use of instructional tools which peak the different senses and activating prior knowledge or experiences in the brain. Dr. Orey (2008) also stressed the importance of the Dual-coding Hypothesis. If we can activate at least two senses in the learning process, the better the chances of that piece of information making its way to our long term memory. With this in mind and the two instructional strategies: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” we read about in our Using Technology with Classroom Instruction that Works book, definitely have an impact on the principles of cognitive learning theory.
“Cues, Questions, and Advanced Organizers” focus on increasing students’ ability to retrieve, use and organize information about a topic (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). These structures are most beneficial when used before a learning activity to help students make sense of the content. They aid in helping students hub their learning. Activities which correlate with cues, questioning and advance organizers are tasks such as concept mapping, virtual field trips, spreadsheets, rubric and multimedias. Websites associated with cues, questions and advanced organizers are: http://www.spinscape.com/features, http://www.internet4classrooms.com/vft.htm, & http://mywebspiration.com/.
“Summarizing and Note Taking” focuses on strengthening students’ ability to condense information into a summarizing new form which pin-points only the most important information (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). The most effective note-taking process should be non-redundant with more specific terms. Trivial material should not be apparent and should begin with a topic sentence. Types of media which is effective in the note-taking process are programs such as word processors, concept web websites, wikis, blogs as well as PowerPoint; many which are free to use. Web resources for your classroom note taking strategies would be: www.thinkfree.com, http://classroominstruction.edreform.net/potal/classroominstruction/summarizingandnotetaking, www.blogspot.com, www.wikipedia.com, and http://thinktank.4teachers.org.
“Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” have the capabilities to stimulate our different senses and also incorporate the Dual-coding Hypothesis which is believed imaging and verbal processes serve as memory codes for words and pictures (Laureate Education, Inc., 2008). Dr. Orey (2008) describes pictures having the capability of being more relevant and accessible in memory by allowing for improved recall and recognition than words are able to. By incorporating these activities, they are a true reflection of the cognitive theory in action.
References:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
“Cues, Questions, and Advanced Organizers” focus on increasing students’ ability to retrieve, use and organize information about a topic (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). These structures are most beneficial when used before a learning activity to help students make sense of the content. They aid in helping students hub their learning. Activities which correlate with cues, questioning and advance organizers are tasks such as concept mapping, virtual field trips, spreadsheets, rubric and multimedias. Websites associated with cues, questions and advanced organizers are: http://www.spinscape.com/features, http://www.internet4classrooms.com/vft.htm, & http://mywebspiration.com/.
“Summarizing and Note Taking” focuses on strengthening students’ ability to condense information into a summarizing new form which pin-points only the most important information (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). The most effective note-taking process should be non-redundant with more specific terms. Trivial material should not be apparent and should begin with a topic sentence. Types of media which is effective in the note-taking process are programs such as word processors, concept web websites, wikis, blogs as well as PowerPoint; many which are free to use. Web resources for your classroom note taking strategies would be: www.thinkfree.com, http://classroominstruction.edreform.net/potal/classroominstruction/summarizingandnotetaking, www.blogspot.com, www.wikipedia.com, and http://thinktank.4teachers.org.
“Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking” have the capabilities to stimulate our different senses and also incorporate the Dual-coding Hypothesis which is believed imaging and verbal processes serve as memory codes for words and pictures (Laureate Education, Inc., 2008). Dr. Orey (2008) describes pictures having the capability of being more relevant and accessible in memory by allowing for improved recall and recognition than words are able to. By incorporating these activities, they are a true reflection of the cognitive theory in action.
References:
Laureate Education, Inc. (Producer). (2008). Cognitive Learning Theories. [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: M. Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Sunday, July 12, 2009
Behaviorism in Practice
Theorists believe behaviors can be learned. In return this means desired behaviors can be strengthened while unwanted behaviors can be eliminated (Laureate Education Inc., 2008). From this came the theory of Behaviorism which focuses on observable behavior that is the response to certain outside stimuli.
In this week’s resources Dr. Orey (2008) mentions the term “programmed instruction”; a stimulus such as an online tutorial. He expresses these as powerful mechanisms which help in managing a classroom. Relating to Dr. Orey’s statements, examples of how to incorporate technology were given in Using Technology with Classroom Instruction that Works such as, “Reinforcing Effort” and “Homework and Practice”.
When working with spreadsheets, students have a concrete visual why they are succeeding or why they are not. Using these tools as the stimulus, illustrates to the students the relationship between effort and achievement; which will ultimately positively reinforce the desired behavior of quality daily output (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). When using programs such as these, teachers need to be involved just as much as the students are. Effort needs to be put forth by both parties in order for it to be a success, as well as, enduring. Attributing to success, giving personal effort is the only factor in our total control (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Reinforcing effort is a quality of a behaviorist as well as a reputable classroom and teacher.
In addition to “Reinforcing Effort” was a section on “Homework and Practice”. Homework should be assigned to review and strengthened what was learned. In order for it to be an enrichment tool, homework must be purposeful and monitored. Pitler, Hubbell, Kuhn, and Malenoski (2007) state when students are working to master a topic it is important for the teacher to correct any errors very quickly, so the student doesn't continue to make the same mistake. Now with new online tutorial programs, immediate feedback is possible with limited teacher effort. Sites such as Study Island (http://www.studyisland.com/) have customized programs for each state’s standards, levels and content areas. Online educational programs such as this are appealing and generate immediate feedback which allows the student, parent and/or teacher to monitor progress towards mastery (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).
Behaviorism is primarily concerned with observable and measurable aspects of human behavior. Being able to visually observe and measure one’s own grades in reflection to their personal effort is the stimulus a behaviorist is trying to create.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Executive Producer). (2008). Bridging learning theory, instruction, and technology. “Behaviorist Learning Theory” featuring Dr. Michael Orey. Baltimore: Author.
In this week’s resources Dr. Orey (2008) mentions the term “programmed instruction”; a stimulus such as an online tutorial. He expresses these as powerful mechanisms which help in managing a classroom. Relating to Dr. Orey’s statements, examples of how to incorporate technology were given in Using Technology with Classroom Instruction that Works such as, “Reinforcing Effort” and “Homework and Practice”.
When working with spreadsheets, students have a concrete visual why they are succeeding or why they are not. Using these tools as the stimulus, illustrates to the students the relationship between effort and achievement; which will ultimately positively reinforce the desired behavior of quality daily output (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). When using programs such as these, teachers need to be involved just as much as the students are. Effort needs to be put forth by both parties in order for it to be a success, as well as, enduring. Attributing to success, giving personal effort is the only factor in our total control (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Reinforcing effort is a quality of a behaviorist as well as a reputable classroom and teacher.
In addition to “Reinforcing Effort” was a section on “Homework and Practice”. Homework should be assigned to review and strengthened what was learned. In order for it to be an enrichment tool, homework must be purposeful and monitored. Pitler, Hubbell, Kuhn, and Malenoski (2007) state when students are working to master a topic it is important for the teacher to correct any errors very quickly, so the student doesn't continue to make the same mistake. Now with new online tutorial programs, immediate feedback is possible with limited teacher effort. Sites such as Study Island (http://www.studyisland.com/) have customized programs for each state’s standards, levels and content areas. Online educational programs such as this are appealing and generate immediate feedback which allows the student, parent and/or teacher to monitor progress towards mastery (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).
Behaviorism is primarily concerned with observable and measurable aspects of human behavior. Being able to visually observe and measure one’s own grades in reflection to their personal effort is the stimulus a behaviorist is trying to create.
Resources:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Executive Producer). (2008). Bridging learning theory, instruction, and technology. “Behaviorist Learning Theory” featuring Dr. Michael Orey. Baltimore: Author.
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