“Generating and Testing Hypotheses” can be linked with constructivist theories because it takes what students know and it brings them to the next step in learning. This is when students take what they already know, (constructivism) and by problem solving cross into the building stage of learning (constructionist).
Constructionist-based technology is what I strive to expose my students as often as possible. I encourage them to be the builders and the designers of their learning. I promote problem solving on a daily basis. Dr. Orey explained how constructivism is in our own minds (Laureate, 2009). It is unique to each learner. This is proven many times in my class. When I ask students to draw a picture about what they are writing, I get many different samples of knowledge. They each come to first grade with a different schema. Constructionist-based technology is what I strive to expose my students as often as possible. I encourage them to be the builders and the designers of their learning.
Laureate Education, Inc. (2009) Bridging Learning Theory, Instruction, and Technology. Technology: Constructionist and Constructivist Learning Theories.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ Cognitive Tools, Experiential Learning.
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA:ASCD.
Wednesday, November 25, 2009
Wednesday, November 18, 2009
Cognitivism in Practice
This week, in Using Technology with Classroom Instruction that Works, there were two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking.” These strategies relate to cognitive learning theories. Virtual Field Trip tools can be a great way to research and make connections to learn about a specific place, topic, or person. They correlate to the instructional strategies and cognitive learning theories because they give an image to make connections with new information to their prior knowledge. There are many templates the can help students in note taking that are created in Inspiration. Once they have put information into the cells, they can use the notes to summarize their findings.
In first grade, we teach a unit on geometric shapes. I have in the past made a chart to show the geometric shape, the name, and the real life connection. This seems so one dimensional after hearing about the multiple intelligences to help link short-term memory with long-term memory according to Dr. Orey in the video segment, “Cognitive Learning Theories.” With the use of technology, I can find more that one real life connection to each geometric shape. On safarimontage we have a video clip that shows the geometric shapes like the stop sign, the pentagon, and a yield sign. Also I could have them sort and match geometric shapes on a worksheet created for practice in the computer lab. We could then print two copies. One for them to use as a reference and other to cut and paper sort as a game for homework. Students could make a poster using all the geometric shapes and labeling the name and with a picture of the real world use. To extend this, my students then can work on a class PowerPoint with the images from the posters. To keep it in their long-term memory, my students could also link up the image of the real life picture to the geometric shape with concept mapping tools.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
• Section: Multiple Intelligences and Learning Styles
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In first grade, we teach a unit on geometric shapes. I have in the past made a chart to show the geometric shape, the name, and the real life connection. This seems so one dimensional after hearing about the multiple intelligences to help link short-term memory with long-term memory according to Dr. Orey in the video segment, “Cognitive Learning Theories.” With the use of technology, I can find more that one real life connection to each geometric shape. On safarimontage we have a video clip that shows the geometric shapes like the stop sign, the pentagon, and a yield sign. Also I could have them sort and match geometric shapes on a worksheet created for practice in the computer lab. We could then print two copies. One for them to use as a reference and other to cut and paper sort as a game for homework. Students could make a poster using all the geometric shapes and labeling the name and with a picture of the real world use. To extend this, my students then can work on a class PowerPoint with the images from the posters. To keep it in their long-term memory, my students could also link up the image of the real life picture to the geometric shape with concept mapping tools.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
• Section: Multiple Intelligences and Learning Styles
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, November 11, 2009
Behaviorism in Practice
Drill and practice can be a good thing for student learning if it is positively reinforced. Playing games on the computer to enhance student performance is a great way to keep them engaged in learning. I feel it is important for my first grade to understand the connection between effort and success. At the first grade level it is a bit difficult to plot and show the success related to effort because I feel my class is eager to do well because they want attention. Homework for my students is a way to practice the skills taught that day. It is another opportunity to practice their skills for proficiency.
There is a place for behaviorist learning theory in today’s classroom and instructional technology. Skinner’s model of operant conditioning where desired behaviors were rewarded and undesired behaviors were punished describes some of my classroom management strategies. With my class we develop class rules and procedures. When their behavior is unacceptable the consequences occur immediately after the behavior. In Pavlov’s theory, the positive behavior is reinforced with incentives. One incentive that I use for my first grade is a sticker chart. I give them stickers for following school and class rules. When it is filled with about 30 stickers they can trade it for a prize and get a new chart. Giving away our school mammoth tickets is a good way to help my first grade exhibit acceptable behavior and buy prizes. Another successful positive reinforcer is the moving of their name cards on the stop light. They are motivated to move up and down the light because at the end of the day the color they land on is recorded on the behavior communication calendar. This is our parent/family connection. This is only successful if the positive behaviors are consistently rewarded with positive praise and the negative behaviors are given consequences every time.
Drill and practice, remediation, and traditional tutorial programs have a place in today’s classroom. For math we practice addition and subtraction facts. In our computer lab my students play math games with addition and subtraction facts and are rewarded to go to the next level. Sometimes there are the prompts that say “good job”, “you are correct”, and “wonderful”. When they are incorrect they are given a pleasant response and can continue to try until they get the correct response. The students are encouraged to keep trying because they are not stopped or embarrassed about being incorrect. They are always excited about going to the lab for practice. We also collect data on when they master their addition and math facts. We encourage them to show them that as long as they are trying and not giving up they will do better on the next test (Pitler, Hubbell, Kuhn, & Malenoski, 2007).This has been a great motivator and has given my students some well needed self esteem. I feel my students can also be challenged by going to the next level. They may start in the first grade level and as they progress they will be doing more difficult problems for enrichment.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Posting for Walden University; EDUC 6711 Bridging Learning Theory, Instruction, and Technology.
There is a place for behaviorist learning theory in today’s classroom and instructional technology. Skinner’s model of operant conditioning where desired behaviors were rewarded and undesired behaviors were punished describes some of my classroom management strategies. With my class we develop class rules and procedures. When their behavior is unacceptable the consequences occur immediately after the behavior. In Pavlov’s theory, the positive behavior is reinforced with incentives. One incentive that I use for my first grade is a sticker chart. I give them stickers for following school and class rules. When it is filled with about 30 stickers they can trade it for a prize and get a new chart. Giving away our school mammoth tickets is a good way to help my first grade exhibit acceptable behavior and buy prizes. Another successful positive reinforcer is the moving of their name cards on the stop light. They are motivated to move up and down the light because at the end of the day the color they land on is recorded on the behavior communication calendar. This is our parent/family connection. This is only successful if the positive behaviors are consistently rewarded with positive praise and the negative behaviors are given consequences every time.
Drill and practice, remediation, and traditional tutorial programs have a place in today’s classroom. For math we practice addition and subtraction facts. In our computer lab my students play math games with addition and subtraction facts and are rewarded to go to the next level. Sometimes there are the prompts that say “good job”, “you are correct”, and “wonderful”. When they are incorrect they are given a pleasant response and can continue to try until they get the correct response. The students are encouraged to keep trying because they are not stopped or embarrassed about being incorrect. They are always excited about going to the lab for practice. We also collect data on when they master their addition and math facts. We encourage them to show them that as long as they are trying and not giving up they will do better on the next test (Pitler, Hubbell, Kuhn, & Malenoski, 2007).This has been a great motivator and has given my students some well needed self esteem. I feel my students can also be challenged by going to the next level. They may start in the first grade level and as they progress they will be doing more difficult problems for enrichment.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Posting for Walden University; EDUC 6711 Bridging Learning Theory, Instruction, and Technology.
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