Constructivist/Constructionist

“Technology can play a vital role in generating and testing hypothesis because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data-a process that can be tedious and error prone.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 203). Although all of this makes sense to me my one question is then when is the right time to teach them how to use the programs? For example the suggestion of using power point in order for students to build the connection between the content and their memory. This is wonderful if the student knows how to use power point but what do you do if the student does not know how? I know that I am a rare case and most of the students probably know how to use the programs better than we do but for me, working with multiple disabled students, this is not the case. Just recently I had my students working on a project relating to cells. They had to research an animal and plant cell and had to tell me what parts are in each cell and their function. To top it off I even gave each student a list of web sites that contained information about the cells which was presented the information in a simplified form. Even with that and the help of five other adults this assignment was a real challenge. So how do I use technology to allow a student to be an individual learner while also allowing for them to resolve disequilibration? Earlier in the unit I was able to connect the nucleus to the principal and the protoplasm to the vice principal which allowed for assimilation that did not require technology. I tried to use the tool of technology to create artifacts but really struggled. The other obstacle that I seem to always face is the availability of computers or should I say the lack of availability. Although I have my students engages in hands on activities and are allowing for them to create and artifact in their mind I would like to incorporate more technology which will also allow for some accommodation, new category, but the amount of time that is needed to accomplish this might not be possible.

Over all I liked the ideas/suggestions this week along with can see how they correlate with constructionist learning theory but struggle with how to use technology in order to accomplish this goal.

Resources:

Laureate Education, Inc. (Executive Producer). (2009). 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.

Cognitivism in Practice

Dr. Michael Orey talked about the information processing model and how it relates to the cognitive learning theory. He also talked about different instructional strategies that are effective in order to store information into our long term memory and ways to make it easier to recall that information. The on going theme throughout this class so far seems to be differentiated instruction, but the key is to make that instruction matter by connecting it to something either previously learned or something they can relate to. For example do not just use pictures make sure that there is an informational connection to the picture in order for students to grasp the concept being taught. The strategies I learned this week correlate to the cognitive learning theory due to the fact that they are able to reach a variety of senses because the information is presented in various ways. My theory is that the more ways you present information the greater chance you have of a child grasping the concept.

Dr. Michael Orey talked about the concept mapping tool and how it helps to organize your mind by using a visual representation. He also talks about how it replicates the network model of memory. After playing around with the interactive websites and concept mapping it makes me think about all the different ways it could be used in the classroom and how exciting this new adventure/tool is going to be. Let the adventure begin!

Resources

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Behavorism in Practice

“Its originator must have recognized that effort is the most important factor in achievement.”(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155) Without effort no child can be successful in life in or outside of school. When in school it is our responsibility as the educator to provide the students with the knowledge and components needed to be successful in life. So what are we teaching a child if all we do is hand them a letter grade? Let’s say a child receives a “C” on a test, although a “C” is average did they really learn the concept? It makes more sense to base your class on a no grade policy creating an environment were the students work to learn the concepts they are struggling on instead of just accepting or are stuck with the grade they originally received. To me this is teaching children that it is OK to make mistakes as long as they are able to learn from them. It also takes away the pressure of grades and reinforces their effort along with focuses more on the instructional strategies they are trying to grasp.

“Having students practice a skill or concept enhances their ability to reach the expected level of proficiency.”(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188) One part of the behaviorist theory is drill and practice what better way to have a student practice then having them apply what they have learned in the classroom at home. By assigning homework it reinforces what they have learned while allowing them to take pride in their accomplishment. The one challenge with this concept is for those students who struggle with grasping the concept and in return have a difficult time completing the homework. This to me is where reinforcement of effort and the no grade policy shine because we are no longer putting them down for getting something wrong but encourage them to learn from their mistakes. So far in my classroom this has shown to be effective along with has aloud students to feel pride in their own work even when they need to make corrections in order to reach the desirable outcome of proficient. To see their faces once they have reacted proficient and receive the reward of a sticker you would have thought you gave them a million dollars. This method of teaching and grading has allowed for students to be rewarded for their hard work along with shows the students that they are truly learning and isn't that what teaching is really all about?

Resources:

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