People learn in many different ways, but one of the most common factors is a motivation to want to learn something. This motivation can be fueled through curiosity, enjoyment, or even the motivation to get a good grade or to please someone else. This week, in my class, Bridging Learning Theory, Instruction, and Technology, I learned about instructional strategies that employ the use of technology. The book, Using Technology With Classroom Instruction That Works (2007), talks about generating and testing hypothesis, and how this strategy helps students learn and apply content knowledge while enhancing their understand of the content they are testing (Pitler, Hubbell, Kuhn, 2007).
Dr. Orey believes that humans feel comfortable in a state of equilibrium, but when a state of disequilibrium occurs, they must work their way back to a state of equilibrium through either assimilation or accommodation (Laureate Inc, 2009). Creating a hypothesis essential puts a person into a state of disequilibrium, and through the process of experimentation and research, the process of learning takes place. Both Constructivist and Constructionist learning theories play a major role when teaching students how to think and learn for themselves. I believe in the early stages of learning students need to be taught through example and rote, but as more complex learning takes place, constructivism and constructionist theories become quite essential. For instance, I teach elementary music and our curriculum incorporates a lot of Orff instruments including xylophones. If I would apply the constructivist theory and let them construct their own method of playing the xylophones before they have acquired essential musical skills, then I will probably have a low success rate. However, once they learn the basics, I can teach them how to improve and they can construct their own music. Basically, I believe students need a jumps start and then we should let them soar.
I personally learn the best through a constructionist approach, which is essentially a constructivist approach with the additional of building some sort of artifact, which serves as the core vessel for learning (Hans & Bhattacharya, 2001). Dr. Orey talks about how PowerPoint is a great resource that lets students organize and present their thoughts and learn through the use of Constructionism (Laureate Inc, 2009). Building something or at least organizing my thoughts visually is an excellent way to see the whole picture. Graphs, web resource games, simulators etc… are creative and inspiring ways to teach a student how to transfer from being merely a consumer of knowledge, into an innovation of learning. Constructivist and Constructionist learning theories play an essential part in the learning process, especially when teaching the students to move forward.
Resources:
Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved May 24, 2010 from http://projects.coe.uga.edu/epltt/
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist Learning Theories. [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.
Tuesday, May 25, 2010
Wednesday, May 19, 2010
Cognitive Learning Theory Meets Technology
The cognitive learning theory consists of 3 stages; sensory input, short term memory, and finally through relevance and rehearsal, long-term memory (Laureate Inc, 2009). Paivio’s duel coding hypothesis says that information is duel coded simultaneously as an image and text and to expand even more, information is also simultaneously stored through our other senses as well (Laureate Inc, 2009). Basically, remember information is a result of learning something new and making as many validate connections as possible, thus helping the information become long-term memory.
When designing or implementing instructional strategies, it is essential to keep the cognitive learning theory in focus. As a music teacher, if I explain to my students how a recorder is built, a few of my students may find this very fascinating and transfer this information to their long-term memory. However, if I take the students to a factory and they watch a person build and explain the processes of a recorder, then MOST, if not all of my students will commit this information into their long-term memory. Episodic memory, formulated through experience makes strong connections in the brain, causing people to remember (Laureate Inc, 2009). Many times field trips and hands on experiences are not physically possible, but through the use of technology, students can experience something very similar by taking a virtual field trip. A virtual field trip creates a rich experience by taking students to places they cannot physical go (Laureate Inc, 2009). This would be extremely useful for a science teacher because a science teacher could explore organisms in an underwater cave or travel to space without ever leaving the classroom. The Magic School Bus Video series for young kids takes cartoon virtual field trips through ear canals, the organs of the body, through tiny ant hills etc…, and it is amazing how much the students retain. Every year, I watch a Magic School Bus video on vibrations and sounds with my kindergarten music classes and it is amazing how much they remember and understand about the correlation between vibrations and pitch.
The book, Using Technology with Classroom Instruction that Works(2007) gives examples of many other technological instructional strategies like PowerPoint presentations, Inspirational Concept Maps, and even Word Document note-taking techniques that all coincide with the principals of the Cognitive Learning Theory. Powerpoints and Concept maps let students visual see and organize information, thus creating more and stronger connections within the brain. The Microsoft Word note-taking techniques also mentioned in this book help students learn how to take notes by visual showing them how to track the changes in an original document and turn it into a study sheet (Pitler, Hubbel, Kuhn, & Malenoski, 2007).
The Cognitive Learning Theory explains how students learn and technology serves as the gateway to exploiting this theory to it’s fullest extent.
Resources:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008). Spotlight on Technology: Virtual Field Trips [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.
When designing or implementing instructional strategies, it is essential to keep the cognitive learning theory in focus. As a music teacher, if I explain to my students how a recorder is built, a few of my students may find this very fascinating and transfer this information to their long-term memory. However, if I take the students to a factory and they watch a person build and explain the processes of a recorder, then MOST, if not all of my students will commit this information into their long-term memory. Episodic memory, formulated through experience makes strong connections in the brain, causing people to remember (Laureate Inc, 2009). Many times field trips and hands on experiences are not physically possible, but through the use of technology, students can experience something very similar by taking a virtual field trip. A virtual field trip creates a rich experience by taking students to places they cannot physical go (Laureate Inc, 2009). This would be extremely useful for a science teacher because a science teacher could explore organisms in an underwater cave or travel to space without ever leaving the classroom. The Magic School Bus Video series for young kids takes cartoon virtual field trips through ear canals, the organs of the body, through tiny ant hills etc…, and it is amazing how much the students retain. Every year, I watch a Magic School Bus video on vibrations and sounds with my kindergarten music classes and it is amazing how much they remember and understand about the correlation between vibrations and pitch.
The book, Using Technology with Classroom Instruction that Works(2007) gives examples of many other technological instructional strategies like PowerPoint presentations, Inspirational Concept Maps, and even Word Document note-taking techniques that all coincide with the principals of the Cognitive Learning Theory. Powerpoints and Concept maps let students visual see and organize information, thus creating more and stronger connections within the brain. The Microsoft Word note-taking techniques also mentioned in this book help students learn how to take notes by visual showing them how to track the changes in an original document and turn it into a study sheet (Pitler, Hubbel, Kuhn, & Malenoski, 2007).
The Cognitive Learning Theory explains how students learn and technology serves as the gateway to exploiting this theory to it’s fullest extent.
Resources:
Laureate Education, Inc. (Executive Producer). (2008). Cognitive Learning Theories [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Author.
Laureate Education, Inc. (Executive Producer). (2008). Spotlight on Technology: Virtual Field Trips [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
A Behavioristic Approach
Instructional strategies of “Reinforcing Effort” and “Homework and Practice,” as described in the book Using Technology with Classroom Instruction that Works (2007), both directly correlate to the instructional strategies of behaviorism. B.F. Skinner, who is the forefather of behaviorism, did research on operant conditioning and programmed instruction (Lever-Duffy, McDonald, 2008). In the chapter “Reinforcing Effort,” authors Pitler, Hubbell, Kuhn, and Makenoski (2007), discuss the fact that effort is the most important factor in achievement and that most students do not form the connection that effort has such an impact on their accomplishments. By reinforcing effort through charts, graphs, and immediate feedback, students can clearly see that effort plays a major role in their accomplishments. This concept of the students performing a task, immediately seeing the feedback, and having their effort rewarded through the self realization of their success is an excellent example of operant conditioning.
Homework and practice when executed with effective behaviorist strategies of information, then immediate feedback, and some sort of positive reinforcement is a valuable asset in the learning process. The old-fashion paper way of a teacher checking the homework or monitoring the students’ practicing process can sometimes be more difficult to enforce a behavioristic approach, especially when the class consists of a high number of students. However, when online tools and learning games are added into the mix, this behavioristic approach becomes very practical and effective. Behaviorist B.F. Skinner’s research and Teaching Machine is a prototype of present day online tutorials (Orey, 2001), and most online educational games correlate with the principles of the behaviorist learning theory. In the Laureate video, Behaviorist Learning Theory, Dr. Michael Orey (2009), discusses how modern tutorials consisting of only small amounts of information, followed by guiding comprehension questions, and then by immediate feedback is a perfect example of Skinners programmed instruction. Web resources and learning games allow students to be able to learn and practice academic content, in a fun and enticing way from practically anywhere that has internet and a computer (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One resource that displays this valuable concept is the website: http://classroom.jc-schools.net/basic/math.html, which consists of fun academic Internet games and activities. This website consists of games and drills that reward positive answers by giving the player a chance to excel to the next level or punishing the player by having him/her lose the game. Overall, the principals of behaviorist learning theories are present in all aspects of teaching and learning, because it is a human’s natural instinct to do things in order to receive a desirable outcome. The learning resources dealing with technology are just a present day way of using past principals in a new and efficient way and serves as excellent resources when teaching today’s youth.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory: Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Homework and practice when executed with effective behaviorist strategies of information, then immediate feedback, and some sort of positive reinforcement is a valuable asset in the learning process. The old-fashion paper way of a teacher checking the homework or monitoring the students’ practicing process can sometimes be more difficult to enforce a behavioristic approach, especially when the class consists of a high number of students. However, when online tools and learning games are added into the mix, this behavioristic approach becomes very practical and effective. Behaviorist B.F. Skinner’s research and Teaching Machine is a prototype of present day online tutorials (Orey, 2001), and most online educational games correlate with the principles of the behaviorist learning theory. In the Laureate video, Behaviorist Learning Theory, Dr. Michael Orey (2009), discusses how modern tutorials consisting of only small amounts of information, followed by guiding comprehension questions, and then by immediate feedback is a perfect example of Skinners programmed instruction. Web resources and learning games allow students to be able to learn and practice academic content, in a fun and enticing way from practically anywhere that has internet and a computer (Pitler, Hubbell, Kuhn, & Malenoski, 2007). One resource that displays this valuable concept is the website: http://classroom.jc-schools.net/basic/math.html, which consists of fun academic Internet games and activities. This website consists of games and drills that reward positive answers by giving the player a chance to excel to the next level or punishing the player by having him/her lose the game. Overall, the principals of behaviorist learning theories are present in all aspects of teaching and learning, because it is a human’s natural instinct to do things in order to receive a desirable outcome. The learning resources dealing with technology are just a present day way of using past principals in a new and efficient way and serves as excellent resources when teaching today’s youth.
Resources:
Laureate Education, Inc. (Executive Producer). (2009). Behaviorist learning theory: Bridging learning theory, instruction, and technology. Baltimore: Author.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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