Generating and testing hypothesis and the constructionist/constructivist theories of learning go hand in hand. In this week’s resources, the technological instructional method, generating and testing hypothesis was discussed and I was able to see what this has in common with the learning theories studied this week. As Dr. Michael Orey (2001) states, constructionism “builds on the ‘Constructivist’ theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner. Learners don't get ideas; they create ideas. Moreover, constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others”. When I remember the classes I took when I was in high school, I seem to always remember the classes and lessons in which the students were taught someone hands-on, where we were able to create our own knowledge and create some sort of project displaying that knowledge of the concepts being studied and what it meant to us. We then were able to present it in one way or another, so others could understand the material in a different way.
The example which uses technology, generating and testing hypothesis, relates to the constructivist/constructionist learning theories because students are not only engaged actively in what they are learning, they are creating something to demonstrate their knowledge, which also proves they know the facts and information dealing with that concept. “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 202). By using spreadsheets to display the information, this will help students “…[interpret] the data rather than [gather] the data” (Putler, Hubbell, Kuhn & Malenoski, 2007, p. 203).
I am thinking about some ideas with using technology to use generating and testing hypothesis with my students, but for Spanish class I am actually running into a wall. Does anyone have any ideas on how I can use this instructional method with my students with the Spanish language? I could always have students relate the instructional method with the Spanish culture. Any ideas?
References:
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, January 27, 2010
Tuesday, January 19, 2010
Cognitivism in Practice
This week’s resources allowed me to explore the principles of the Cognitive Learning Theory and the tools which relate to this theory. Cognitive Learning Theories, according to Dr. Michael Orey, “revolve around the information processing model” (Laureate Education, Inc., 2009), which means that through ones senses (external stimuli), information is received. This information is then stored in short-term memory and will only go into long-term memory if it is rehearsed and if connections are made so one is able to retrieve the information from long-term memory. The more the information is rehearsed and the more connections are made, the easier the retrieval process will be.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
The instructional strategy, using concept maps, is a great idea of how one could implement the cognitive learning theory into instruction. A concept map can help students take a complex concept or idea, break the concept down into smaller concepts and words and link all the ideas together to create personal connections for each student. I have been thinking of all the possibilities for concept maps in my classroom, and I have come up with some ideas in which I will have my students create maps using the preterite tense in Spanish. They can group verbs in groups, create sub-groups according to their knowledge, and then link other groups together. I am also eager to try the concept maps with the preterite and imperfect tenses. This concept of having two past tenses in Spanish tends to confuse the English speaker, so the maps should be of great use. These will be great review activities after they have gained all the prior knowledge to complete the tasks.
The other instructional strategy, virtual field trips, seems very interesting. I had never heard of a virtual field trip before this week’s resources, and I am already thinking of one lesson in particular for which I can implement this strategy. In addition to teaching grammar concepts, I simultaneously teach about the Spanish-speaking world and the many cultures that exist within that world. For certain cultural topics or certain places in the world I focus on, I can bring that learning to life with virtual field trips. I have done some research tonight on some virtual field trips and I have found quite a few which will work with my lessons. According to Dr. Michael Orey, these field trips will create a “powerful episodic experience” (Laureate Education, Inc., 2009). I am looking forward to starting these field trips this coming semester!
References:
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2009). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Wednesday, January 13, 2010
Behaviorism in Practice
Before reading this week’s resources and watching this week’s media, I had been lead to believe that the behaviorist learning theory would only due harm to students' learning in the classroom. It was not until after reading about the different theories of learning that I realized that in order to help each student learn, one must incorporate many different aspects from more than one learning theory rather than only using a single theory. Many of the resources from this week and last week mention that students need to learn in multiple ways to make strong connections to the material being taught and that all learning theories have one thing in common: the the learner should be actively engaged.
As I read through the chapter, “Reinforcing Effort”, I read about a strategy that included creating rubrics for students, from a spreadsheet in Microsoft Excel. If teachers use rubrics, Pitler, Hubbell, Kuhn and Malenoski believe that “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (2007, p. 156), and that “One easy way to help students make the connection between effort and achievement is by using a spreadsheet like Microsoft Excel” (2007, p. 158). The way that this strategy correlates to the behaviorist theory is that students are able to see their performance according to the rubric and what was expected of them. They will get immediate feedback as to where they are at on the rubric scale. This results in a reward if the student receives the grade he/she desired, or a punishment if they did not get a good grade. Students can then assess how to improve next time from the given feedback. Students will track their success over time, to gain an understanding of the correlation between effort and success, too.
In the chapter “Homework and Practice”, there are many strategies explained that also directly correlate with the principles of the behaviorist learning theory, because most of the strategies presented deal with remediation of course material in classes. An example of this is using online websites for remedial and skill practice. Online resources “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). Some programs even have students print out certificates showing their progress and performance. This type of strategy provides students with immediate feedback on how they are doing, either rewarding them or punishing them for their behavior (whether they do well or poorly on an activity).
In my classroom, I still use the behaviorist learning theory as needed. I use online practice websites for my Spanish classes, and I have my students check their work and print out their results so I can even see how they are doing. I feel that today in the classroom, the behaviorist theory is still important, as long as it is not the only theory being used. There are many other opportunities teachers can take to increase the learning for each student. Below are two links to websites I have used which are based on behaviorism. I use many others, but these are just two quick examples. Each quiz allows students to check their work. I make them prove they did the work by printing it out with 100% correct. They can go back to change their answers as many times as they need to.
Examples:
http://conjuguemos.com/home/docs/nologin/spanish_fillin_grammar_7.html
http://www.studyspanish.com/cgi-bin/verbs/verb_drill.cgi
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
As I read through the chapter, “Reinforcing Effort”, I read about a strategy that included creating rubrics for students, from a spreadsheet in Microsoft Excel. If teachers use rubrics, Pitler, Hubbell, Kuhn and Malenoski believe that “The research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors” (2007, p. 156), and that “One easy way to help students make the connection between effort and achievement is by using a spreadsheet like Microsoft Excel” (2007, p. 158). The way that this strategy correlates to the behaviorist theory is that students are able to see their performance according to the rubric and what was expected of them. They will get immediate feedback as to where they are at on the rubric scale. This results in a reward if the student receives the grade he/she desired, or a punishment if they did not get a good grade. Students can then assess how to improve next time from the given feedback. Students will track their success over time, to gain an understanding of the correlation between effort and success, too.
In the chapter “Homework and Practice”, there are many strategies explained that also directly correlate with the principles of the behaviorist learning theory, because most of the strategies presented deal with remediation of course material in classes. An example of this is using online websites for remedial and skill practice. Online resources “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). Some programs even have students print out certificates showing their progress and performance. This type of strategy provides students with immediate feedback on how they are doing, either rewarding them or punishing them for their behavior (whether they do well or poorly on an activity).
In my classroom, I still use the behaviorist learning theory as needed. I use online practice websites for my Spanish classes, and I have my students check their work and print out their results so I can even see how they are doing. I feel that today in the classroom, the behaviorist theory is still important, as long as it is not the only theory being used. There are many other opportunities teachers can take to increase the learning for each student. Below are two links to websites I have used which are based on behaviorism. I use many others, but these are just two quick examples. Each quiz allows students to check their work. I make them prove they did the work by printing it out with 100% correct. They can go back to change their answers as many times as they need to.
Examples:
http://conjuguemos.com/home/docs/nologin/spanish_fillin_grammar_7.html
http://www.studyspanish.com/cgi-bin/verbs/verb_drill.cgi
References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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