Social Constructivism

   

                “Learning can be maximized through well-designed intentional social interaction with others” (Pitler, Hubbell, & Kuhn, p.73, 2012).  Social Interaction is the foundation of all learning.  According to Vygotsky and his idea of the Zone of Proximal Development or ZPD, we all need the wise other to guide us to the next level (Laureate Education Inc. 2011).  The guidance can only happen if we communicate, collaborate and scaffold the learning process.  All learning involves communication and conversation, even a book we are reading to ourselves will stir an internal conversation for a good reader.  These are just a few examples that show us you cannot separate active learning and being social.  I feel that if something is that connected teachers should find a way to utilize the conversation rather then fight an uphill battle.  The resources provided this week are excellent tools to help embrace the social aspect of learning and make socializing in the classroom a positive rather then a negative.    

                Cooperative Learning is learning through the social aspects of our personalities (Orey, 2001).  When used regularly with fidelity it can truly transform the classroom and the learning experiences of the students (Pitler, Hubble, & Kuhn, 2012).  Research shows that it can even increase the connections between students and minimize isolation (Pitler, Hubble, & Kuhn. 2012).  Here are some resources that used with a detailed plan can and for a purpose can bring increases to achievement, student motivation, and overall learning in a classroom.

Google Drive = Google Drive will allow you to establish collaborative documents and share the link to these documents with others who can then access and make changes to these documents.  This tool creates an easy cooperative learning tool.  For example, a teacher starts a story and then send out the link to the document.  Each student then has a chance to log on make changes and add to the story.  In the end you have produced a story that was written cooperatively by the class. https://drive.google.com

E-Pals = This is an amazing and FREE tool for educators that allows teachers to issue email addresses to students and then the students are able to communicate in a sheltered environment with teacher monitoring.  There are blog options, email options, restrictions, monitoring and more.  This tool would allow students to have access to a worldwide community while still being protected, when needed.  http://www.epals.com/#!/main

Syncpad = If you have more than one iPad or Tablet in your room this is another great tool.  This app allows for two students to draw on a digital whiteboard space at the same time.  Once again collaborating and working together on a project.  https://syncpadapp.com/

Kagan Structures = This is a cooperative learning program that is not technology based, but is founded on the principals of cooperative learning.  It is designed in a way to help make cooperative learning so deeply embedded that it becomes routine for the teacher to use it and the students to participate in it.  It is also designed to work with any curriculum in any classroom. If you have never heard of it I recommend you check out their site at http://www.kaganonline.com/index.php

Edmodo = This is a great tool too!  It is essentially an educational facebook.  It allows teachers and students to collaborate in an online environment.  It allows for teachers to post questions, and for students to respond to the comments.  It also allow for poll questions and more.  This can be a great first step into collaboration and cooperation in a digital environment.  https://www.edmodo.com/

                No matter the tool you decide to use, Web 2.0, the read and write web is transforming the capabilities of the classroom (Laureate Education Inc., 2011).  Communication and cooperation for the purpose of learning and achieving are essential skills that students will need throughout life (Pitler, Hubble, & Kuhn. 2012).  Additionally, they can help bring creativity and fun back to the classroom that is overrun by testing.

Resources

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that

            works (2^nd ed.). Alexandria, VA: ASCD.

VoiceThread - Time Not Enough Time

This weeks cool new tool is VoiceThreads!  I love the tool and I want to use it in my classroom, but somewhat sad that if I want them to do it on their own I would have to subscribe.  I will find a way to use it somehow.....

Here is my voice thread!  ENJOY!

http://voicethread.com/share/5403581/

Constructionism in the Classroom

               The foundation of Constructionism is that knowledge needs to be built in real-world context (Laureate Education Inc. 2011).  According to researchers this type of learning brings about better retention and ability to apply what you have learned to a new situation (Orey, 2001).  I would agree that students need to construct their own knowledge and it is my role as a teacher to dispense information and resources in a way that encourages students desire to construct knowledge (Orey, 2001).  As a facilitator I have a critical role in the selection of activities, resources and tools I select to ensure a successful experience.

Project Based Learning

                Project based learning is more than doing projects in your classroom (Orey, 2001).  Project based learning is when learning occurs through the building of a project, so the project itself drives the learning process (Orey, 2001).  This is a challenge and takes a great deal of planning and forethought on the part of the educator but can bring about fabulous authentic results that bring learning in a classroom to a new level (Orey, 2001).

                One example of project based learning that occurs in my classroom weekly is vocabulary discovery.  I begin my week by assigning a vocabulary word to the vocabulary partners in my classroom.  They are challenged to learn the word and be prepared to teach the word to their classmates through a method of presentation of their choosing.  The must include a definition that is in their own words, synonyms, an illustration and a sentence that properly uses the word.  I give them 15 min to complete the task.  At the end of the 15 min each pair presents the word to the class.  We then discuss the word and reflect on the presentation.  It is a simple example of project based learning but it is one that my students have grown to love.  They look forward to receiving new vocabulary.

                From my example about you can see how the focus of learning is on the students and not the teacher.  You can see how a product is required and the students have clear expectations to follow.  This is a scored assignment and the students love learning vocabulary.

Problem Based Instruction

                Traditional classroom’s where the teacher is engaged in continual direct instruction creates an environment where students lack the ability to think critically (Orey, 2001) Problem Based Instruction on the other hand develops and stimulates higher level thinking and encourages students to think critically, solve problems and be creative (Orey, 2001).  In Problem Based learning the teacher is once again a facilitator or a coach to the learning process and the students are deeply engaged in activities that require them to form a hypothesis and then use evidence to prove it (Orey, 2001).  This is another teaching strategy that is deeply rooted in the theories of Constructionism, through it’s real dilemmas, student engagement and the requirement of high level processing skills (Orey, 2001). 

                One example of a problem based can be found in on-line simulation games.  There are a great deal of these activities that can be found on the web.  My class will be specifically using the following link to access an online lemonade stand simulation.  https://www.omsi.edu/exhibits/moneyville/activities/lemonade/lemonadestand.htm

We are beginning a discussion on the economy and I feel this game will help them understand what we are studying with greater detail.  They will have to record the profit they make each time they play for at least 10 times during the unit.  Then they will be using a pre-made Microsoft Excel spreadsheet to graph their profits over the course of playing the game.

                There are many other examples of problem based learning.  Another example relates back to our virtual field trip we took last week which connected everything in a cross curricular lesson.  My students learned all about Manatees.  They were provided resources to learn about why they were endangered and ways that they could help.  They were to find ways to tech others about the problem, their concerns and encourage others to help protect these genital giants.  We are following through on some of their solutions and it is amazing what they have learned.  First, we are writing letters to political leaders about water pollution, boating regulations and a pending bill in the Legislature.  Some of them are creating awareness posters to be hung in the school to share what they learned with others.  Finally, we are adopting a manatee through the Save A Manatee Adoption Program which can be found at http://www.savethemanatee.org/ .  This has been an amazing experience that has created deep learning, critical thinking and problem solving in a fun and exciting way.

                Project Based Learning and Problem Based Learning are two great strategies that support constructionism and bring student learning to the forefront of our classrooms.

Resources

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Classrooms and Cognative Learning Theory

          Cognitivists explain learning in terms of the thinking process (Lever-Duffy, & McDonald, 2008). Although this is not observable like behaviorist theories during the process of learning it can be displayed through the application of the newly acquired information (Laureate Education Inc., 2011).  Cognitive Learning Theories are strongly based upon connections within new content and making solid connections to prior student knowledge (Laureate Education Inc., 2011). Cognitivist believe the connections of information are the key to deep learning that allows for application and synthesis (Orey, 2001).  Can

            Cognitivism can be a difficult learning theory because it deals in the abstract, but it brings to light ways to move students beyond rote memorization for a test into a far more usable and complex understanding of knowledge. 

Cues, Questions, and Advanced Organizers

            Cues, Questioning and Advanced organizers are all excellent examples of the theories of Cognitivists.  Cues, are fun ways to make connections between prior knowledge and new information.  They can be (Pitler, Hubell, & Kuhn, 2012).  A fun way to use cues is through a riddle that leads students to new content.  Cues facilitate connections they can be graphical, auditory, or kinesthetic therefore helping teachers meet the needs of all learners. 

            Questions, are everywhere in a classroom.  There are many types of questions and questioning strategies that it seems silly to talk about it but the questions a teacher asks, when then are asked, and the level of complexity can make a huge difference in the depth of knowledge that is acquired by the learner (Pitler, et al., 2012).  Great example of this is essential questions or bid idea questions.  These questions attempt to create organization in information that is being learned by connecting them to an overall category that according to cognitive learning theories will help make lasting connections that facilitate the movement of learning from the sort term memory to the long term memory of the learner (Orey, 2001). 

            Advanced Organizers, are a great way to help a student organize and process new information.  There is a large variety of tools and methods in which a teacher can implement the use of organizers, but again the key is connections and organization (Pitler, et al., 2012).  It is the connections and organization of information through the use of organizers that makes them a great example of cognitive learning theory (Orey, 2001).  Our school district is big on the use of advanced organizers.  As a district we use Thinking Maps, a series of eight maps each of which is used for a different cognitive process to help solidify information during the learning process.  They are a fabulous tool and since we all use them students become familiar with them therefore the content becomes more important than the map.  For example we use a circle map for brainstorming, and if I tell my students we are going to brainstorm, they automatically draw a circle map. 

Concept Maps

            Concept Maps, are an explicit example of an advanced organizer.  Personally at first glance the maps in this week’s reading seems overwhelming and difficult to understand and follow.  However, after thinking of how I could use the tool in my classroom I became more comfortable with the use and ideas.  I do not feel that this tool can be used for everything but they defiantly have a place in some lessons especially science or social connections that have more complexity.  This complex map is about connections, and deep understanding which evolves through the “linking words” (Novak, & Cañas, 2008).  It is not just about connected words or phrases but how the words and phrases connect to each other.  This type of analysis brings an advanced organizer to the next level.  These maps make a visual representation of the cognitive process that occurs in the brain and are therefore in perfect alignment with Cognitivist Learning Theories (Novak, & Cañas, 2008).

Summarizing and Note Taking

            These are valuable classroom tools that help with synthesis and depth of knowledge (Pitler, et al., 2012).  I personal struggle with teaching these skills to my third grade students, due to their complexity.    It is the first year where they are really learning these skills and how to apply them more independently.  I acknowledge their value and I integrate and specifically teach these skills throughout the year. 

            Summarizing is a difficult skill for children to learn.  Deciphering what information is essential and what information can be excluded can be a complex process.  Using guided strategies and technology a student should be taught how to ask the right questions in order to summarize.  Pitler (2012) gives us the idea of placing rules on the summary to help students focus on the important aspect of the text.  I think that having a frame of reference to pull information can be helpful when students are learning this process.  Additionally, I plan to implement the idea of using tracking changes option in MSWord to help model and show my students how to summarize (Pitler, et al., 2012). 

            Note taking is a complex and personal task, and most students are not taught how to take good notes (Pitler, et al., 2012).  There are numerous ways to take notes and notes are essential for studying and helping to learn information that needs to be applied (Pitler, et al., 2012).  I personally begin teaching my students to take notes by providing them a copy of my notes with missing information.  This allows my students to not be overwhelmed with writing, but they need to remain engaged to complete the information.  I also use graphic organizers and T-charts to sort organize and categorize complex information.  As the year progresses I front load the notes less and less allowing the students to slowly take ownership and responsibility for this task and the knowledge associated with the process. 

            Cognitivism attempts to explain the processes of the mind and how a learner will process information from sensory input (Orey, 2001).  This theory has some good foundation and I think it heavily relies on other learning theories to make it complete especially Neuroscience and the theory of Multiple Intelligences.  Regardless Cognitive Processing and Learning helps educators with many resources that help secure meaningful learning and not just rote memorization of fact (Laureate Education Inc., 2011).

Resources

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/
TheoryUnderlyingConceptMaps.pdf

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that

            works (2^nd ed.). Alexandria, VA: ASCD.

Behaviorism Theory at Work in a Modern Classroom

            I looked at three instructional strategies this week and all of them are strongly supported by behaviorist learning theories.  Yes, behaviorist learning theories are still present in modern educational setting and there are valid reasons to support their presence (Orey, 2001).

Reinforcing Effort

            The first instructional strategy is reinforcing effort.  “Effort is the most important factor in achievement” so it is clear that we need to motivate students to want to learn (Pitler, Hubell, & Kuhn, 2012. p.57).  The word reinforcement in itself sends one back to BF. Skinner and the days of operant conditioning.  Behaviorism is great for modifying behaviors and effort is an observable behavior that can be increased or decreased by stimuli (Orey, 2001).  However, not only is it important to positively reinforce effort through classroom management, students need to understand why effort is so important (Pitler, et al., 2012).Is this where reinforcing effort moves beyond Behaviorism?  Yes and no.  The reasons that effort works is more abstract, thus happening in the inner workings of the brain.  Yet, graphing the amount of effort, and its learning effects can have an impact on behavior as positive reinforcement that can in turn stimulate more effort. 

One example of this strategy that I use in my classroom is student data graphs.  My students are supposed to practice their multiplication facts nightly and week take a weekly timed multiplication quiz.  I have my student graph how often they practice and their weekly score.  I use this information to help them understand how the amount they practice relates to improvement in their scores.  There are many things you could choose to graph in this way, this is an important skill in 3^rd grade so I use it to help get my point across about effort.  I would love to eventually digitize my student graphs, but with only three classroom computers and the other tasks I use them for digitizing this is something I will need to hold off on.

Positive Reinforcement

The second instructional strategy I read about this week is providing recognition.  This is another area where the basic fundamentals of behavior are involved and therefore so are the theories of behaviorism.  Reinforcement is an observable and track able behavior that can then be positive or negative depending on the type and can therefore encourage or discourage a particular behavior (Orey, 2011).  Positive reinforcement can take a multitude of forms and can be as simple as a pat on the back or a sticker showing completion (Pitler, et al., 2012). However, it is shown that when you personalize recognition, and combine it with concrete symbols your positive recognition will have a greater positive impact (Marzano, Pickering, & Pollock, 2001).

One way I use this strategy in my classroom is through the use of our school wide reward system.  We have a school wide reinforcement system of using points.  The students can earn point coupons for academic achievement, behavior, and helping others.  This is how we as a school reinforce positive behaviors through recognition and common language.  Students may spend their points on classroom or school wide rewards.  The school rewards are set by our leadership team and the classroom rewards are set by the individual teacher.  This gives everyone a chance to be successful within the system and be rewarded with something personal to their action as well as concrete.

Assigning Homework and Providing Practice

              The final strategy that I see great use of Behaviorist Learning Theory is in homework and providing practice.  First, research has shown that there is a positive impact on learning when homework is assigned (Pitler, et al., 2012).Therefore, since homework is important and should be assigned, one of the key factors is motivating students to complete the homework.    Once we begin to talk about motivation we are entering an area that can be stimulated and reinforced, therefore we are discussing behaviorism (Orey, 2001).  Pitler (2012) recommends using a homework policy, homework that has a purpose and that feedback on assigned homework.  These elements are essential according to research to having a positive impact of overall achievement through this strategy (Pitler, et al., 2012).

            I use a homework system in my classroom that uses elements of the Behaviorism.  I use a method called STAR Homework.  My students have a variety of 5 assignments that they are able to complete nightly.  For every assignment they choose to complete they receive a STAR.  They are required to complete a minimum of 2 stars per night.  My students get to choose which two assignments they want to complete.  Yes, my students get to choose, this is one of the ways I differentiate homework, as well as motivate student to complete it.  As a class we record the number of stars we earn daily for homework.  We have a goal sheet posted in our classroom for earning choice time on Fridays.  This choice time is linked to the amount of stars we earn through homework and other outstanding class achievements. 

I learned about Star Homework by reading the blog 3^rd Grade Thoughts.  Here is the link if you would like more information http://www.3rdgradethoughts.com/2012/04/universal-homework-model-star-homework.html#.UtX2CrR0TCs

A Great Classroom Tool for tracking classroom behaviors and more…..

            One program that I use to help motivate and track student behaviors in my classroom is Class Dojo.  It can be used on a desktop computer or mobile devices.  If you have never heard of it I would recommend you check it out.  It is easy to use and my students even help me use it in the room. Here is the link if you would like to check it out.  http://www.classdojo.com/

Resources

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that

            works (2^nd ed.). Alexandria, VA: ASCD.

Marzano, M., Pickering, D., & Pollock, J. (2001). Classroom instruction that works. Alexandria,

 VA: ASCD.