The constructionist learning theory is based around the idea of learning through creating. Students learn best when building, doing, and putting together artifacts. This would include project based learning where students are actively finding the answers to their questions and are able to then share their learning with others.
I had the opportunity to read about some other resources that I can use in my classroom which relate to the constructionist learning theory through chapter 11 of the text Using Technology with Classroom Instruction that Works. Pitler, Hubbell, Kuhn and Malenoski (2007) discussed some web resources that can be used in the classroom. They stated that “web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypotheses, often in virtual situations that would be impossible or financially unfeasible in real life (pg. 212-213). After reading through some of the web resources that were discussed, I thought about one piece of software that I used while I was in school. I played the game, Oregon Trail. This was a great tool to teach about crossing the United States in the 1800s. Students learned about many of the challenges and adventures that people faced while traveling across the country. Instead of just talking about it through textbooks, students are able to actually experience the journey. They have to make choices that people would have had to make while traveling by covered wagon. This helps to really engage students and let them experience the hardships that were faced. I even found a website where students can play now. http://www.virtualapple.org/oregontraildisk.html
Although the quality of this game is much different then video games today, it still gives students a chance to learn hands on. I believe it could be a useful resource in classrooms today.
Web resources and gaming software can be a great tool to use in the classroom. Instead of just teaching about a topic or a time in history, teachers can give their students time to actually experience it themselves. Students are then actively engaged and create their own learning.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 26, 2010
Tuesday, May 18, 2010
Cognitivism in Practice
The text, Using Technology with Classroom Instruction that Works, gave many examples of tools and technology that can be used for summarizing, note taking, and organizing information. Many of these tools relate to the cognitive learning theory discussed this week.
Chapter 4, titled “Cues, Questions, and Advanced Organizers” discussed technology tools that can be used to enhance “students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). Some programs that teachers can use are Kidspiration, Inspiration, and other brainstorming or outlining types of software that can help organize and connect ideas. Here is a link for more information about the software tools, Kidspiration and Inspiration:
How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom
The authors also discussed different types of multimedia that can be used like photographs, videos on the internet, and different websites to help enhance understanding of certain concepts. Dr. Orey stated that images can be powerful tools (Laureate Education, Inc., 2008). Pictures and videos give a chance for students to really see something that is being discussed. For example, instead of just telling students about hurricanes, I might actually show a video of a hurricane and the weather radar. This strategy then helps students to make connections and helps them to take the information that they are learning and store it in long term memory. This is one strategy that I like using in my classroom, but it is one that I can sometimes forget to use.
“Summarizing and Note Taking” was the focus for chapter 6 in this text. This chapter discussed different ways of note taking that will help students process information that they are learning about. One example of technology that was introduced for note taking that I had not heard of previously was the combination notes strategy using the program Microsoft Word. Here’s a link to an example of this strategy:
Combination Notes
Combination notes correlates to the Cognitive learning theory because it gives students a chance to draw sketches of certain ideas with some notes along side of it. Students can then make a connection between the picture and notes. I am excited to try out this strategy in my class.
Another strategy for summarizing was discussed by using the program Inspiration. The teacher can highlight important information for students to look for in videos and texts using this tool and then sudents can fill in missing information. This helps the students to summarize the video or text and create connections between the different pieces of information.
I believe that strategies relating to the cognitive learning theories can and should be included in the classroom. When these types of strategies are used, they can increase student learning. I am excited to begin to use these new tools and ideas in my classroom.
References
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.
Chapter 4, titled “Cues, Questions, and Advanced Organizers” discussed technology tools that can be used to enhance “students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, pg. 73). Some programs that teachers can use are Kidspiration, Inspiration, and other brainstorming or outlining types of software that can help organize and connect ideas. Here is a link for more information about the software tools, Kidspiration and Inspiration:
How Concept Maps, Webs, Idea Maps and Plots Help Students in the Classroom
The authors also discussed different types of multimedia that can be used like photographs, videos on the internet, and different websites to help enhance understanding of certain concepts. Dr. Orey stated that images can be powerful tools (Laureate Education, Inc., 2008). Pictures and videos give a chance for students to really see something that is being discussed. For example, instead of just telling students about hurricanes, I might actually show a video of a hurricane and the weather radar. This strategy then helps students to make connections and helps them to take the information that they are learning and store it in long term memory. This is one strategy that I like using in my classroom, but it is one that I can sometimes forget to use.
“Summarizing and Note Taking” was the focus for chapter 6 in this text. This chapter discussed different ways of note taking that will help students process information that they are learning about. One example of technology that was introduced for note taking that I had not heard of previously was the combination notes strategy using the program Microsoft Word. Here’s a link to an example of this strategy:
Combination Notes
Combination notes correlates to the Cognitive learning theory because it gives students a chance to draw sketches of certain ideas with some notes along side of it. Students can then make a connection between the picture and notes. I am excited to try out this strategy in my class.
Another strategy for summarizing was discussed by using the program Inspiration. The teacher can highlight important information for students to look for in videos and texts using this tool and then sudents can fill in missing information. This helps the students to summarize the video or text and create connections between the different pieces of information.
I believe that strategies relating to the cognitive learning theories can and should be included in the classroom. When these types of strategies are used, they can increase student learning. I am excited to begin to use these new tools and ideas in my classroom.
References
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, May 12, 2010
Behaviorist Theory in the Classroom
Do you reward your students for positive behavior? Do you have your students practice certain skills by using paper and pencil or using a tutorial type of strategy? Do you use any forms of behavior management in your classroom like a clip chart? If you answered yes to any of these questions, then you are using some of the behaviorist theory in your classroom.
I believe that the behaviorist theory is still used in many classrooms today even when we do not think about it. When used correctly, it can have a positive effect and can be beneficial for students, but the teacher needs to decide how it should be used to best meet students’ needs.
I read about some different types of technology that can be used in the classroom through the text, Using Technology with Classroom Instruction That Works written by Pitler, Hubbell, Kuhn, and Malenowski. Some of these programs discussed complemented the behaviorist theory.
I first read about different types of technology that can help to increase effort in the classroom. The authors discussed how using a Microsoft Excel spreadsheet can help students keep track of their effort and achievement. I believe that this piece of technology relates to the behaviorist learning theory because as the new information is put into the spreadsheet, students can use the tables and graphs to see their progress. After looking this information, the students may decide to put forth more effort to improve their achievement. Teachers can help to “guide” students by using this type of program which gives reinforcement by offering immediate feedback.
The second section that I read about was related to homework and practice. There were many examples of programs on the computer that can be used in the classroom for extra practice. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p. 195). I have used a few of these in my own classroom. For example, BrainPopJR is a great Internet site with videos, games and short quizzes to check student understanding of the content. I think that all of my students can benefit from watching these videos. As children work through the quiz, they are shown either a correct or incorrect picture. The program guides children through and helps them to understand the correct answer through a drill and practice type of program.
I also tried to think about what other technology I use in my classroom that relates to the behaviorist learning theory. There is a website: Links Learning for Kids where there are short videos students can watch. Then, students can take a short quiz to check for understanding. The program reinforces correct answers by using a smiley face, but helps students to understand the correct answer if they chose the incorrect answer. I have used this in my classroom before and I feel that it has worked well for practice of a certain skill.
I believe that these types of tutorial programs can be used in the classroom, but need to be used correctly. I do not believe that these programs should only be used for some of the students for a remedial purpose. I believe that all students can benefit from these drill type programs when they are geared to the needs of each student. Also, I do not believe these programs should be used all of the time. Other learning theories need to be taken into account in order to balance the type of instruction being used in the classroom. Each teacher should decide when to use these types of programs in his/her classroom.
Are there any other pieces of technology that you use in your classrooms that relate to the behaviorism theory that have worked well for you? What are your thoughts on these types of programs? I would love to hear your ideas!
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
I believe that the behaviorist theory is still used in many classrooms today even when we do not think about it. When used correctly, it can have a positive effect and can be beneficial for students, but the teacher needs to decide how it should be used to best meet students’ needs.
I read about some different types of technology that can be used in the classroom through the text, Using Technology with Classroom Instruction That Works written by Pitler, Hubbell, Kuhn, and Malenowski. Some of these programs discussed complemented the behaviorist theory.
I first read about different types of technology that can help to increase effort in the classroom. The authors discussed how using a Microsoft Excel spreadsheet can help students keep track of their effort and achievement. I believe that this piece of technology relates to the behaviorist learning theory because as the new information is put into the spreadsheet, students can use the tables and graphs to see their progress. After looking this information, the students may decide to put forth more effort to improve their achievement. Teachers can help to “guide” students by using this type of program which gives reinforcement by offering immediate feedback.
The second section that I read about was related to homework and practice. There were many examples of programs on the computer that can be used in the classroom for extra practice. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, &Malenoski, 2007, p. 195). I have used a few of these in my own classroom. For example, BrainPopJR is a great Internet site with videos, games and short quizzes to check student understanding of the content. I think that all of my students can benefit from watching these videos. As children work through the quiz, they are shown either a correct or incorrect picture. The program guides children through and helps them to understand the correct answer through a drill and practice type of program.
I also tried to think about what other technology I use in my classroom that relates to the behaviorist learning theory. There is a website: Links Learning for Kids where there are short videos students can watch. Then, students can take a short quiz to check for understanding. The program reinforces correct answers by using a smiley face, but helps students to understand the correct answer if they chose the incorrect answer. I have used this in my classroom before and I feel that it has worked well for practice of a certain skill.
I believe that these types of tutorial programs can be used in the classroom, but need to be used correctly. I do not believe that these programs should only be used for some of the students for a remedial purpose. I believe that all students can benefit from these drill type programs when they are geared to the needs of each student. Also, I do not believe these programs should be used all of the time. Other learning theories need to be taken into account in order to balance the type of instruction being used in the classroom. Each teacher should decide when to use these types of programs in his/her classroom.
Are there any other pieces of technology that you use in your classrooms that relate to the behaviorism theory that have worked well for you? What are your thoughts on these types of programs? I would love to hear your ideas!
Reference
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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