Constructionist in Practice

Application Week 4 ~ Constructivist/Constructionist in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

What does constructionism look like in the classroom? I believe it is a learner-oriented environment in which the teacher is the facilitator (Orey, 2001). In this room you would hear a low hum of students engaged in constructing an external artifact that can be shared. The students are collaborating, communicating, and working towards a hands-on task.

This week’s educational strategy Generating and Testing Hypotheses is a way for students to enhance their understanding of information (Pitler, Hubbell, Kuhn, Malenoski, 2007). This strategy correlates with the constructionist learning theory because it will produce an artifact that students can share with one another.

Students could use a variety of technology applications for their final artifact. Spreadsheet software, data collection tools and web resources are different methods of generating and testing hypotheses (Pitler, Hubbell, Kuhn, Malenoski, 2007). I agree with Mrs. Omar that although learning how to set up a spreadsheet is a skill students should learn it is very time consuming (Pitler, Hubbell, Kuhn, Malenoski, 2007). I would rather have my students focus on the final objective. I have not used spreadsheets with my students but after reading Mrs. Omar’s lesson I can think of different math lessons that would be enhanced by this technology.

Using data collection tools students can visualize the information and correlate it to real-life events. In my classroom we do a year long unit of collecting sunrise and sunset data. I think it would be interesting to have my students compare our data to another states sunrise and sunset data. Then they could set up a web based data collector for the students to interact and discuss their findings.

The web has an infinite number of resources students can use to help generate and test their hypotheses. The one site I enjoyed exploring was Explorelearning (http://www.explorelearning.com/) (Pitler, Hubbell, Kuhn, Malenoski, 2007). The site had different interactive qizmos for students to explore. Teachers could use the gizmos to introduce concepts like plate tectonics and rock cycles.

I believe constructionist theory strategy will put the spark back into the learning environment. By using this strategy students will no longer be passive consumers. Instead students will be active participates in their education. Students will create unique final products that will make a lasting connection.

Reference
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved on May 25, 2009 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.

Cognitive Learning Theory

Application Week 3 ~ Cognitive Learning Theory in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology


This week’s resource on instructional strategy discussed cues, questions, and advanced organizers. The other strategy that was discussed was summarizing and note taking. Both of these strategies utilize the cognitive learning theory.

I start each of my lessons with an objective. I want my students to understand what they are going to learn (Pitler, Hubbel, Kuhn, Malenoski 2007). By providing advanced organization as tools my students are able to formulate connections from past learning.

I also think it is important to ask ‘Higher-level” questions to help students synthesis what they have learned and elicit inference type answers. I thought the website that the text provided for Bloom’s Taxonomy (www.teachers.ask.org.au/researchskills/dalton.htm) gave a lot of excellent examples of good questions to ask at each level of learning (Pitler, Hubbel, Kuhn, Malenoski 2007). This site also provided useful verbs to include with the questions. Asking open ending questions will allow my students to extend what they have learned.

I believe that providing visual cues during lessons will help students activate prior knowledge (Laureate education Inc., 2008). Using concept mapping tools like Inspiration will help students organize the information and it can be used later for an outline (Laureate education Inc., 2008). The concept map can also prepare students for going on virtual field trips. Both of these applications will provide students with a connection that will help them retrieve information.

I was very impressed with the project on women’s rights in China titled: grass born to be stepped on (Pitler, Hubbel, Kuhn, Malenoski 2007). I think the students demonstrated an advanced grasp on the organizational requirements of a multimedia project.

For my third graders, summarizing and note taking are very challenging strategies to teach. They are concepts I demonstrate and model throughout the year. The "rule-based summarizing step for younger students" is a guide I will utilize in my classroom (Pitler, Hubbel, Kuhn, Malenoski 2007). It helps to simplify a difficult task. When we are learning about an in-depth topic I will have my students use the jigsaw strategy so they are not bogged down with a lot of information. The jigsaw strategy is when I break up a passage or section of a book and have groups of students summarize their section for the class.

I do not require my students take notes. If there is important information they need I typically pre-organize it and have my students highlight the important concepts. I’m really excited about incorporating the Smartboard into my class and I envision my students using it to organize and summarize information. I think this technology will integrate multiple senses in to their learning environment (Laureate education Inc., 2008).

Cognitive theory refers to how an individual thinks and processes information (Laureate education Inc., 2008). Through practice the cognitive process takes information from the short-term memory to the long-term memory. It is important for educators to understand that students can only retain about 7 pieces of information plus or minus two, at a time (Laureate education Inc., 2008). By knowing this information the teacher is cognitive to the amount of information given at one time.

This theory is supported by a number of different components: elaboration, use of images, dual coding, and episodic experiences (Laureate education Inc., 2008). After reading the chapters on cues, questions and advance organizers along with summarizing and note taking I find they are directly linked to the cognitive learning theory. These strategies allow the teacher to elaborate on a concept and use effective images to help store the information (Laureate education Inc., 2008). By using different forms of software applications teachers can help build a bond between the different components of the cognitive learning theory.

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.

Behaviorism in Practice

Application Week 2 ~ Behaviorism in Practice
Instructor: Kathryn Arnold
EDUC-6711I-1 Bridging Learning Theory, Instruction, and Technology

We shouldn't teach great books; we should teach a love of reading. ~ B.F. Skinner~ (Brainy Quote, 2009).

I believe that effective teachers use a variety of methods to enhance the learning environment. This week’s resource discussed two of the nine categories of instructional strategies. The first was reinforcing effort. By reinforcing effort students are able to make connections between their effort and achievement (Pitler, Hubbell, Kuhn and Malenoski, 2007). The other category was homework and practice. Students need to be given the opportunity to practice what they have learned in order to make connection in their brain (Laureate, 2008). Both of these strategies reflect the behaviorist model of reinforcing a desirable behavior and repetition (Laureate, 2008). The strategies this week included a variety of technology ideas.

It is important that students have a way to track their effort and achievement (Laureate, 2008). In my class I emphasize the importance of giving 110% effort on every assignment. I think it is equally important that my students understand how they derived at the answer. At the beginning of the year they just want to give the answer and not explain the steps it takes. I spend a few weeks modeling how to explain, “how I did a task”. I believe this helps to cement the information they are learning into their brain (Laureate, 2008).

Using a spreadsheet to track student’s effort is an excellent way to give them a visual model of their achievement (Laureate, 2008). I also think its important to let my students know my expectations. In the front of my classroom I have a grading rubric that explains what behavior is expected to earn each grade. At the end of the day my students grade themselves using this system. It amazes me how hard they evaluate themselves. I liked the effort rubric that was presented in our resource. I think my students achievement would increase if they noticed a correlation between their effort and increased achievement. Another use of technology that I liked was the Survey Monkey (www.surverymonkey.com) (Pitler, Hubbell, Kuhn and Malenoski, 2007). This tool would enable me to track and survey how my students view themselves as learners. I can envision many different applications for this program.

I have struggled with what type of homework to give to my students since I started teaching. At present my homework is typical reviewing math concepts, spelling and reading comprehension. These are skills my students need to practice. Practicing is a strategy that the behaviorist theory advocates (Laureate, 2008).

Homework is given on Monday and expected back on Friday. My homework is graded primarily on effort. Unfortunately, some of my students never turn in their homework or if they do, it is only half way finished. Also, my students’ parents sometimes do the homework. I do establish a homework policy at the beginning of each year and I communicate my policy during open house (Laureate, 2008). I believe that my students do not understand the significance of completing their homework and the impact it has on their achievement. I also dislike the amount of paper and time it takes to send home homework that isn’t being completed.

I understand that requiring my students to have access to a computer and possibly the Internet is difficult for some students but I have found that most of my students have some type of access to technology. Next year I want to give my students different technology options to homework assignments. I will utilized Spelling City (http://www.spellingcity.com/), Raz-Kids (http://www.raz-kids.com/ ), and Everyday Math online games (https://www.everydaymathonline.com/ ). All of these programs will give my students immediate reinforcement and a fun way to practice. I will create an alternate plan for students without technology access.

Another way my students use technology to practice skills they have learned is through our Smartboard and clickers. We just received the clickers last week and my students really enjoy the interaction. They also like the feedback they receive after an assessment.

Reinforcing effort, homework and practicing strategies have components of the behaviorist learning theory. The most noticeable correlation is the emphasis on rewarding a desired behavior. It also gives students many opportunities to practice skills they have learned. By infusing technology into these strategies, the 21st century students will be motivated to increase their achievement and over all success.

References
Brainy Quote. Retrived on May 10, 2009, from http://www.brainyquote.com/quotes/authors/b/b_f_skinner.html

Laureate Education, Inc. (Producer). (2008). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist 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 that works.

Behavior Intervention

Behavior Intervention

21st century learners are not the same as their predecessors. They have different learning styles as well as different social skills. Some students may need an individualized plan in order to succeed in their learning environment (Jones, 2008). A common misconception is that such a plan will be time consuming for the teacher. If implemented correctly not only will it be a dramatic change for the individual it may even have an impact on the classroom. In the video, Intervention for Severe and Chronic Behavior Problems, Dr. Wolfgang describes his “Escalation of Intervention” framework (Laureate, 2008). I think this is a powerful tool that can effectively improve behavior problems.

The first step is to gather sufficient data to determine how often the behavior manifests and the severity of the behavior. The teacher needs to also document the type of action that was taken (Laureate, 2008). While gathering data it is important to be focused on specific and observable behavior (Jones, 2008). The teacher might enlist the assistance of the school psychologist or counselor in order to obtain a neutral opinion. During this time the teacher should meet with the student to start developing a relationship-listening interaction. This interaction could be in the form of a knee-to-knee (Laureate, 2008). Having a conversation with the student and using the I-message format could help elevate some of the behaviors. If the behavior continues the teacher will need to move into the confronting-contracting approach (Laureate, 2008). Some students may respond quickly to a formalized agreement. A contract can help empower the student to develop skills to help manger their own behavior and build self-esteem (Jones, 2008). When creating a contract the teacher should include a reasonable timeframe to reanalyze the agreement.

If the student’s behavior has not changed then, according to Dr. Wolfgang, the teacher needs to involve the parent and/or the principal (Laureate, 2008). Depending on the behavior the teacher may just have a conference with the principal to obtain additional suggestions. Or the conference may have to include the parents and child (Laureate, 2008). I believe it is important that the child understands that you are having a conference to assist and develop a positive plan to help with his behavior.

A very powerful part of the “Escalation of Intervention” is the staff team (Laureate, 2008). At this point in the procedure a teacher may feel defeated regarding this student and his behavior. This emotion could affect her teaching and interaction with the rest of her students. The support team helps the teacher create an individualized behavior plan. The team also empowers the teacher with the feeling that she is not alone in this battle (Laureate, 2008). The support team is another set of eyes and ideas that the classroom teacher my not have thought of. The structure of the meeting follows a linear set of guidelines. They are as follows: define the problem, provide background information, develop solutions, and then implementation (Laureate, 2008). Just like the contract the team will reevaluate the implementation after a couple weeks.

Even after following all of Dr. Wolfgang’s interventions there still could be students that have severe issues and need to be removed from the classroom (Laureate, 2008). Individual teachers may create a code name or send a runner for assistance (Laureate, 2008). By pre-establishing this information the teacher should receive quicker assistance. An administrator may determine that this student is a safety concern for the student body and have to call the police to remove the child. Part of the negotiation to return to school may be a release from a mental health clinic (Laureate, 2008).

I believe that children want to be successful in their education and the lack of social and emotional skills can interrupt their success. A successful behavior plan will not change the individual over night. The teacher may need to have patience. The plan needs to be followed consistently by everyone that interacts with the student. Finally if the plan is not working, reevaluate and change the plan. Including the student in this process will help the student understand that you care about him as an individual.



References:
Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., Custom 8th ed.). Boston: Allyn & Bacon.

Laureate Education, Inc. (Producer). Laureate Education, Inc. (Executive Producer). (2008). DVD Program 13. Classroom Management to Promote Student Learning (motion picture). Intervention for Severe and Chronic Behavior Problems. Baltimore: Author.