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Connectivism and Social Learning in Practice

Dr. Orey explains that the Social Learning Theory is a theory where “context and culture are critical in constructing knowledge and understanding the world around us” (Laureate Education Inc., 2010).  Collaboration and cooperation is a vital part of the Social Learning Theory (Laureate Education Inc., 2010).  “The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).   The Social Learning Theory and cooperative learning directly correlate. They have the same purpose and goals.  If you use the Social Learning Theory in your classroom then in some way you are using cooperative learning.  Technology can be involved in cooperative learning and The Social Learning Theory.  “Technology can play a vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn & Malenoski, 2007). 

References

Laureate Education, Inc. (Executive Producer). (2010). Bridging learning theory, instruction and technology. Baltimore: Michael Orey.

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

Constructivism in Practice

The constructionist learning theory is based upon the principle of creating things. Students must create things and be active in their learning in order to learn from it and retain the information (Laureate Education Inc., 2010).  The instructional strategy of generating and testing hypothesises is when students are “engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the context” (Pitler, Hubbell, Kuhn & Malenoski, 2007).   This instructional strategy is related to the constructionist learning theory because the students create their own hypothesis and are involved in experimenting and gathering data in order to come to a conclusion.  The use of technology can also largely assist in helping students to create and be engaged in their learning and therefore, meet the constructionist learning theory.  Technology allows students to create projects on PowerPoint, create mind maps, slideshows and videos that could display their learning through creation.

Laureate Education, Inc. (Executive Producer). (2010). Bridging learning theory, instruction and technology. Baltimore: Michael Orey.

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

Cognitivism in Practice

Cognitivism in Practice

The instructional strategies that I explored this week are: summarizing and note taking and also cues, questions and advance organizers.  Both of these instructional strategies correlate with the principles of cognitive learning theory. 

The summarizing and note taking strategy “focuses on enhancing students’ ability to synthesize information and distill it into concise new forms” (Pitler, Hubbell, Kuhn & Malenoski,2007).  This strategy is important when teaching for understanding.  According to Dr. Orey the memory can only take in seven plus or minus two pieces of information at a time (Laureate Education Inc., 2010).  This strategy would help students to find the important information and remember it.  “Using Technology with Classroom Instruction” ((Pitler, Hubbell, Kuhn & Malenoski,2007) suggests different ways to use the note taking strategy.  One way suggested is to use templates with connections and networks from a main point or an essential question.  This strategy helps for students to create networks therefore, leading to elaboration which leads to long-term memory gain (Laureate Education Inc., 2010).

Cues, questions and advance organizers is an instructional strategy that “focuses on enhancing students ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  This strategy has a focus on activating background knowledge and creating essential questions so the students know what they are learning and also providing them with learning goals in order to better prepare them for the information they will be learning (Pitler, Hubbell, Kuhn & Malenoski, 2007).  This strategy relates to the cognitive learning theory well because activating background knowledge could be considered a network for the students which help students remember the information taught (Laureate Education Inc., 2010). Some ways to use cues, questions and advance organizers is to use pictures and text about information that you are learning.  By doing this you are teaching for understanding. Students will use dual-coding by seeing the pictures and the text and understand and remember the information provided (Laureate Education Inc., 2010).

References

Laureate Education, Inc. (Executive Producer). (2010). Bridging learning theory, instruction and technology. Baltimore: Michael Orey.

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

Behaviorism in Practice

The behaviourist learning theory is based around operant conditioning.  Operant conditioning has two elements: punishment of undesirable behaviours and reinforcement of desirable ones (Laureate Education Inc., 2010).  Several different instructional strategies correlate with the behaviourist learning theory.

The instructional strategy of reinforcing effort “enhances students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  This instructional strategy directly correlates with the behaviourism learning theory.  Reinforcing students’ efforts is a way of reinforcing desirable behaviors.  We want our students to have positive attitudes and plenty of effort therefore, reinforcing that effort  is addressing the desirable behaviour. 

The instructional strategy of homework and practice “gives students a chance to review and apply what they have learned”(Pitler, Hubbell, Kuhn & Malenoski, 2007).  Homework and practice is a recommended instructional strategy under certain guidelines and recommendations.  It is suggested that if a student is completing homework that “it is commented on” (Pitler, Hubbell, Kuhn & Malenoski, 2007).  By providing feedback on student homework the teacher is following the behaviorism learning theory. The specific comments would be reinforcing the positive behavior or work that the children are doing and also the negative or undesirable behaviour or work that the student is providing.

References

Laureate Education, Inc. (Executive Producer). (2010). Bridging learning theory, instruction and technology. Baltimore: Michael Orey.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.  

Reflections

Reflections
In what ways has this course helped you to develop your own technology skills as a professional teacher?
This course has really helped me to develop new technology skills as a teacher and also as a citizen. I learned how to create and put to use a blog, how to collaborate through a wiki and also how to create a podcast. All of these things were new experiences for me and I enjoyed learning about all of them. I also enjoyed thinking critically and creatively about how to incorporate these technological ideas into a grade two classroom.
In what ways have you deepened your knowledge of the teaching and learning process?
There were a few times throughout this course where I was very frustrated because I couldn’t figure something out. This reminded me of what it is like to learn something new and how frustrating it can be and how sometimes it is hard to persevere. Sometimes it’s good to be the learner again so that when you go back to being the teacher the uncomfortable feeling of being challenged is fresh in your mind.
  In what ways have you changed your perspective from being teacher-centered to learner-centered?
  This course has helped to enforce the importance of learner-centered classrooms. To incorporate 21st century skills the teacher should no longer be the dictator but instead be a facilitator of learning. The class should be involved in critical thinking and inquiry based problems. The teacher should be supporting these students with help and assistance rather than showing them what to do. This course has helped me see different ways to encourage collaboration and digital learning in any aged classroom.
In what ways can you continue to expand your knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement?
As an educator that is dedicated to lifelong learning I believe that I need to continue to try new things while staying current with new technological ideas. It is important that I experiment with these ideas and find ways to integrate them into the classroom to encourage participation and build knowledge. In order to be a leader of technology I must be comfortable, familiar and up to date. As much professional development and experimentation as possible would be an asset to expanding my knowledge of learning, teaching and leading with technology to increase student achievement.
Set two long-term goals (within two years) for transforming your classroom environment by which you may have to overcome institutional or systemic obstacles in order to achieve them. How do you plan to accomplish these goals?
Goal Number 1: For my students to have the opportunity to collaborate with each other outside of school.
How I will Accomplish this Goal: I will accomplish this goal by having a class wiki that I teach the students how to use. It will have sections for subjects and topics that we are learning and places to share their information. The can use their computers at home to add information and also computer class in order to update and collaborate.
Goal Number 2: To have a classroom blog that can act as a showcase of the children’s work and also as a form of communication between parents and teacher.
How I will Accomplish this Goal: I will accomplish this goal by first having a permission sheet/survey signed by all of the parents to post the students work and to take into consideration any preferences for the site. I will also have to talk to my administrators about what content can be shared on the site. Eventually, I would like to assign students to post things on it for me in order to get them familiar with using a blog.
Refer to your checklist from Week 1. Have any of your answers changed after completing this course?
My answers have not changed after this course. Incorporating more 21st century skills into my teaching has been a goal of mine that I have been working at for awhile. I think over the last few years my checklist would have changed from “rarely” to “sometimes” for several of these skills and now I am working towards being able to check “often.” It is coming along slowly but surely.

Podcast

Podcast Survey done of 3 grade 2 sudents in my class about their use and fimiliarity with technology.