The link to my Voice Thread is voicethread.com/share/2164589/
This was the first Voice Thread I ever created so it may be a little choppy, but overall I think I did well for a first timer. I did my Voice Thread on the life-cycle of a frog because that is an area we study in 1st grade and my students always love that unit. Let me know what you think!
Sunday, July 31, 2011
Wednesday, July 27, 2011
Social Learning
Collaborative and cooperative learning theories are "buzz" words in education and it is our job as teachers to bring those learning theories to life in our classroom. Collaborative and cooperative learning fall under an broad umbrella term we call social learning. Social learning theory is based on Albert Badura's idea that people learn by observing others. In education students are always observing and imitating their teachers and peers which supports the theory of social learning.
Collaborative learning gives students the opportunity to work with their peers. This teaches students how to cooperate and be contributing members of a group. This skills will follow them throughout life and teach them how to be contributing members of their family, of society, and of the workplace. In addition, collaborative learning teaches students teamwork, problem solving, critical thinking, compromise, and sharing of knowledge and information. According to Dr. Michael Orey when a person teaches others he/she develops a deeper understanding of the content.
When I think of social learning I think of students communicating with one another and working together towards a final product or goal. This week's learning resources described several educational tools that give students the opportunity to learn socially. All of us can put our students in learning groups and have the groups complete a task whether it be long or short term. We can also group our students in a variety of ways including students who are on the same academic level and students of varying academic levels. Group work definitely supports social learning theory by encouraging students to collaborate with their peers and work together to successfully complete a task. Throughout the assignment students will support and encourage one another to work hard and get the job done. Sometimes the support and encouragement from peers is more meaningful than that from teachers and will encourage students to continue working hard. In addition, it will give students motivation and confidence which can last a lifetime.
Not only is group work an example of social learning by educational technology can also make social learning easier and give students the opportunity to expand their horizons and communicate with students and teachers all over the world. Educational blogs are a great way for students to communicate with others and share information. Several educational sites were suggested this week that ensure successful and safe communication for educatioal purposes. I have never used any of the sites but I look forward to trying them out. These sites include ePals, Keypals Club International, and Intercultural E-mail Classroom Connections (IECC). All of these sites give students the opportunity to collaborate with teachers and students all over the world.
Group work along with online social networking all support and correlate with the theories of social learning. Students have the opportunity to interact and collaborate with one another to provide and successful and stimulating learning experience.
REFERENCES:
http://www.cramster.com/definitions/social-learning-theory/853
Video. Social Learning Theories. Laureate, Inc. (2010).
Ptler, H., Hubbell, E., Kuhn, M., & Malenoski, K., (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA. ASCD.
Wednesday, July 20, 2011
Constructivist and Constructionist Learning Theories
The learning theories described in this week's resources were very hands-on and interactive. They use educational technology to help students problem solve and hypothesize. The constructionist learning theory states that "people can learn best when they build and external artifact or something they share with others," as described by Dr. Michael Orey in the video, "Constructionist and Constructivist Learning Theories." This example shows a strong correlation between instructional strategies and the principals of constructionist and constructivist learning theories.
When students are required to use educational technology to complete a task most often they result with an artifact or document that they have created over the course of the project. The students are engaged in the creation of the artifacts throughout the duration of the project which is a perfect example of the constructionist learning theory. One example of how technology can keep students engaged in the construction of an artifact was given by Dr. Orey. He explained that allowing students to create their own PowerPoint provides them with the opportunity to be engaged and create their own personal artifact(s). Dr. Orey explains that in constructionism "students can use tools and technologies to create artifacts in order to achieve equilibration, which is the process of achieving a balance between differences in external reality and one's current beliefs and understanding, or schema."
With regard to constructivism, the correlation among instructional strategies is weaker. Once again, Dr. Orey defined constructivism as individuals constructing his or her own meaning as a result of individual experiences. We all create our own meaning and ideas as a result of individual experiences we go through and those ideas may determine how and why we complete projects and artifacts. Therefore, each student's artifact will be different and created differently due to his/her background knowledge and individual experiences. However, each student will go through the same process of gathering information and creating his/her artifact to successfully complete the project; constructionism.
In conclusion, the correlation between the instructional strategies described this week and constructionism is strong due to the hands-on, interactive strategies aimed at the students constructing some sort of artifact. The correlation between the instructional strategies and constructivism is weaker because constructivism is a theory based on the individual actively constructing his/her own meaning based on personal experiences.
REFERENCES:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA. ASCD.
Video. Constructionist and Constructivist Learning Theories. Laureate. (2010).
When students are required to use educational technology to complete a task most often they result with an artifact or document that they have created over the course of the project. The students are engaged in the creation of the artifacts throughout the duration of the project which is a perfect example of the constructionist learning theory. One example of how technology can keep students engaged in the construction of an artifact was given by Dr. Orey. He explained that allowing students to create their own PowerPoint provides them with the opportunity to be engaged and create their own personal artifact(s). Dr. Orey explains that in constructionism "students can use tools and technologies to create artifacts in order to achieve equilibration, which is the process of achieving a balance between differences in external reality and one's current beliefs and understanding, or schema."
With regard to constructivism, the correlation among instructional strategies is weaker. Once again, Dr. Orey defined constructivism as individuals constructing his or her own meaning as a result of individual experiences. We all create our own meaning and ideas as a result of individual experiences we go through and those ideas may determine how and why we complete projects and artifacts. Therefore, each student's artifact will be different and created differently due to his/her background knowledge and individual experiences. However, each student will go through the same process of gathering information and creating his/her artifact to successfully complete the project; constructionism.
In conclusion, the correlation between the instructional strategies described this week and constructionism is strong due to the hands-on, interactive strategies aimed at the students constructing some sort of artifact. The correlation between the instructional strategies and constructivism is weaker because constructivism is a theory based on the individual actively constructing his/her own meaning based on personal experiences.
REFERENCES:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA. ASCD.
Video. Constructionist and Constructivist Learning Theories. Laureate. (2010).
Wednesday, July 13, 2011
How Instructional Strategies Correlate with the Principals of Cognitive Learning Theory
Post your thoughts on how the instructional strategies described in the resources you explored this week correlate with the principles of cognitive learning theory.
This weeks resources described instructional startegies such as cues, questions, and advance organizers, and summarizing and note taking. In the video, "Cognitive Learning Theories," Dr. Michael Orey describes the information processing model and our short and long term memories. Dr. Orey states that our long term memory is full of declarative memory such as facts and information; episodic memory, meaning events in our lives; and procedural memory, or how to do things. Orey goes on to say that elboration is the primary mechanism for storing information in our long term memory. Elaboration is basically making connections to help one remember and recall information stored in their long term memory.
Concept Mapping tools are a great instructional strategy that allows learners to organize and outline ideas and helps learners visualize connections. Those connections are the same ones that help learners remember and recall information that Dr. Orey called elaboration. Advance organizers are another tool learners use to focus their learnng. This tool also allows students to visualize and organize information and make connections. Advance graphic organizers can be tables, charts, or artstic works that help learners to outline and organize their work. All of the above can be considered forms of elaboration. They are tools used to help students remember and recall information stored in their long term memory.
Dr. Orey describes our short term memory as 7 +/- 2 facts or ideas, and these facts or ideas are most easily remembered by using reherarsal, or "practice." Summarizing and note taking can help with the rehearsal procedure allowing one to store facts in their short term memory. Our short term memory helps us to recall abbreviations on the Periodic Table, or state capitals, or historical dates, etc. that may be on n upcoming test. These aren't facts that we need to remember forever necessarily, but we need to remember temporarily. Taking notes and summarizing information helps is to rehearse the information so we can remmeber and recall it when necessary.
In conclusion, the learning strategies described this week have a strong correlation to cognitive learning theories. The various learning strategies help learners to remember and recall information in their long and short term memories.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Intruction that Works. Alexandria, VA. ASCD>
Video. Cognitive Learning Theories. Laureate. (2010).
This weeks resources described instructional startegies such as cues, questions, and advance organizers, and summarizing and note taking. In the video, "Cognitive Learning Theories," Dr. Michael Orey describes the information processing model and our short and long term memories. Dr. Orey states that our long term memory is full of declarative memory such as facts and information; episodic memory, meaning events in our lives; and procedural memory, or how to do things. Orey goes on to say that elboration is the primary mechanism for storing information in our long term memory. Elaboration is basically making connections to help one remember and recall information stored in their long term memory.
Concept Mapping tools are a great instructional strategy that allows learners to organize and outline ideas and helps learners visualize connections. Those connections are the same ones that help learners remember and recall information that Dr. Orey called elaboration. Advance organizers are another tool learners use to focus their learnng. This tool also allows students to visualize and organize information and make connections. Advance graphic organizers can be tables, charts, or artstic works that help learners to outline and organize their work. All of the above can be considered forms of elaboration. They are tools used to help students remember and recall information stored in their long term memory.
Dr. Orey describes our short term memory as 7 +/- 2 facts or ideas, and these facts or ideas are most easily remembered by using reherarsal, or "practice." Summarizing and note taking can help with the rehearsal procedure allowing one to store facts in their short term memory. Our short term memory helps us to recall abbreviations on the Periodic Table, or state capitals, or historical dates, etc. that may be on n upcoming test. These aren't facts that we need to remember forever necessarily, but we need to remember temporarily. Taking notes and summarizing information helps is to rehearse the information so we can remmeber and recall it when necessary.
In conclusion, the learning strategies described this week have a strong correlation to cognitive learning theories. The various learning strategies help learners to remember and recall information in their long and short term memories.
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Intruction that Works. Alexandria, VA. ASCD>
Video. Cognitive Learning Theories. Laureate. (2010).
Wednesday, July 6, 2011
Instructional Strategies and Behaviorist Learning Theory
Instructional strategies have a strong correlation with behaviorist learning theory. Behaviorism is observable and revolves around operant conditioning, which was developed by B.F. Skinner. Operant conditioning focuses on the reinforcement of desirable behavior and punishment of undesirable behavior. Teachers use operant conditioning on a daily basis through their instructional strategies. I think that operant conditioning is a successful way to manage classroom behavior and student progress and it has proven to be successful for decades.
In the video, "Behaviorist Learning Theory," Dr. Orey mentioned several instructional strategies aimed at managing classroom behavior including simple behavior charts and online tutorials. These strategies follow the theory of operant conditioning. They are measurable and can reinforce desirable behavior and punish undesirable behavior. Not only can operant conditioning be used to manage classroom behavior but it can be used to manage student effort and motivation. Students who put forth effort and show motivation will be rewarded in some way to reinforce the behavior, while those who show lack of effort and motivation will receive some sort of punishment at an attempt to extinguish the behavior.
Operant conditioning is used in classrooms around the world to manage classroom behavior and student progress. Whether in the form of a behavior chart, star chart, sticker chart, or excel spreadsheet, it provides students and teachers with a measurable and observable method of classroom management. These strategies can be simple or complex but they all prove to be effective.
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