Reflection

When I look back on my “Personal Theory of Learning” that I created at the start of this course, I feel as though it has become more specific as I have acquired new knowledge of the many learning theories and instructional strategies that exist.  Initially, I focused on the learner being active in the learning process and students being engaged, connected, and having fun.  However, I failed to specify specific strategies to utilize when trying to meet these goals.  This course has opened my eyes to the importance of selecting specific instructional strategies and technological tools that will enhance learning.  This means that teachers need to be purposeful when choosing strategies and technology to use in any given lesson.  Through new knowledge about learning theories such as social learning, constructivist, behaviorist, and cognitive, I now realize that in order to reach all students, teachers must be aware of the different ways students learn.  Teachers must be willing to “shake up” what they do in the classroom in order to meet the needs of all students.  A vast amount of the latest technologies are awaiting a population of students who are engaged and motivated when using it!  We, as teachers, need to adapt and adjust instruction to tap into what students like best.

An immediate adjustment I am going to make within my classroom is having student use technology to create.  I have always shied away from students creating in my mathematics classroom.  I always felt as though I needed to present the information in order for them to be successful.  However, after learning and experiencing Voice Thread and blogs, I feel as though students can start to be creators.  To support student learning, Voice Thread is going to be used as part of a center activity.  Students from different classes can create mini lessons for each other to watch and learn from.  I plan on using this technology at the beginning of the year.  I will first start out with modeling how to use Voice Thread and having students obtain information from teacher-created videos.  However, as soon as students are confident and comfortable using it, I plan on having them create the rest!  In terms on the blog, the blog is going to be the main communication tool between school and home.  I plan on introducing the blog in a few weeks at Open House to teach students and parents the ins and outs of its working.  I will post news, updates, and allow students and parents to ask questions at any time throughout the year.  As a result of this course, I have become much more comfortable using the latest technologies and have gained confidence in sharing these newly found skills will colleagues.

Two long-term goal changes I would like to make to my instructional practice regarding technology integration are staying up-to-date with the latest technologies and how to effectively utilize them in the classroom and setting up specific class time to teach students how to use different technological tools.  To stay up-to-date with the latest technological tools, I plan on attending at least one professional development class geared toward a specific technology that I could utilize in my classroom.  This means that I must stay current with what is being offered and well as what other mathematics teachers are finding to be successful in their classrooms.  To ensure that I set up specific class time to teach students how to use technology, I must plan ahead in terms of when I will be able to fit it in.  Too many times, I have pushed this goal to the side simply because I feel rushed to teach all of the content.  I am going to communicate with my 6^th grade mathematics team to build purposeful time into the schedule for this to occur.  For the coming school year, I have already started to meet these goals as I have signed up for a Smart Board professional development class and planned ahead to teach students about blogs and Voice Thread.

Overall, this class has been very beneficial to me as an educator.  I have gain new knowledge that is applicable to the classroom and have become motivated to make some small changes that will make a huge impact on student learning.  I am eager to start the new school year!

Social Learning in Practice

Cooperative learning and social networking are two instructional strategies that align with the social learning theory.  Pitler, Hubbell, & Kuhn (2012) focus on cooperative learning and the idea that learning can be maximized through purposeful and well-designed social interaction with others.  As an educator, I could not agree more with this theory.

When cooperative learning is implemented effectively, students develop a sense of positive interdependence (Pitler, et al., 2012).  This means that success from one supports success for others and students increase their active engagement.  It is important for teachers to use cooperative learning consistently and systematically throughout the year so that students establish kinship and a sense of obligation to one another.  This creates positive attitudes and increased achievement for the classroom.  

Technology such as social networking can be used to enhance cooperative learning.  For example, students can create a webpage using social networking sites such as Facebook, Google, SchoolFusion, blogs, and/or wikis (Pitler, et al., 2012).  Students can be creative, communicate, collaborate, and think critically while infusing an importance piece of technology.  Check out the article, “8 Social Media Strategies” by Adam Renfro at http://gettingsmart.com/2011/12/developing-a-social-media-strategy-for-your-classroom/ to learn more.

I recently attended a conference on the new Common Core Modules.  At this conference, a teacher from another district was discussing her experiences in incorporating an iPad into her classroom.  The students in her mathematics classroom have the ability to work through problems together, send audio recordings to one another to provide feedback, take instant assessments with automatic feedback, and so much more.  The iPad app she was raving about was called Socrative.  For more information visit https://itunes.apple.com/us/app/student-clicker-socrative/id477618130?mt=8.

If technology is playing such a vital role in education, why are many districts not provided with the technological tools (i.e. iPads) that they need in order to prepare students for college and future careers?  I realize that budget constraints are heavily impacting districts nowadays, but shouldn’t technology take priority?        

References

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.



Here is my Voice Thread URL:  https://voicethread.com/share/4767751/

Constructivism in Practice

In a constructivist classroom, the teacher is the facilitator.  When I think about this, I always compare a facilitator to a coach.  A coach is someone who instructs, motivates, supports, provides, and guides athletes throughout a season.  A coach does not play. A teacher in support of constructivism does not do the thinking, the students do.  Students in a constructivist classroom are active learners.  They are collaborating, communicating, thinking critically, and reflecting on their experiences.  Project-based learning allows this to happen.

Why do we need to create independent thinkers? Watch this short video and it will open your eyes as to why America must do at better job at preparing students for the future.

URL: https://www.youtube.com/watch?v=YmwwrGV_aiE

Project-based learning allows students to discover their own learning.  Glazer (2001) discussed three important models of problem-based inquiry; problem-based learning, anchored instruction, and web quests. In problem-based learning, teachers create settings that allow for prediction, testing, concluding, and reflecting.  In my classroom, I have a forty minute block of time with my students every other day that is set aside for “problem solving.”  The students are put into groups and a problem is displayed on the SmartBoard.  The students have access to manipulatives and computers and have to figure out a way to solve the problem.  The best part about this type of activity is that most of the time more than one way of doing a problem is created.  This allows different learners to share the process they went through to derive at an answer.

When I first started implementing the problem solving tasks, I realized that I needed to be very clear on what the objective was for the task.  Students needed to be able to ask questions to clarify any confusion prior to starting the task.  Also, I made sure I mocked an example from start to finish on how to problem solve in a group.  This gave students the chance to experience what the process looks like.  I demonstrated the importance of talk, questioning, modeling, visualizing, and utilizing the resources available within the classroom.  It was truly a successful part of my year and something that I will continue.  Students gained confidence and took pride in their own learning.

Generating and testing hypotheses are instructional strategies that all teachers in all content areas can develop.  Students need to be engaged in a variety of structured tasks for generating and testing hypotheses. Pitler, Hubbell, & Kuhn (2012) discuss the mistaken belief that hypotheses can only be related to science; however, it can be applied to all content areas.  Teachers must build off prior knowledge or tap into student interests to create learning environments that allow students to explain their predictions and verify their conclusions.  Technology plays a vital role in allow these types of higher level thinking to take place in the classroom.  Teachers can use programs such as Kidspiration and Inspiration for a plethora of templates to organize student thinking, teacher-created spreadsheets to collect, organize, and analyze data, and Keynote on an iPad to create comparison charts. 

Webinar on Common Core Standards and PBL:

http://www.ascd.org/professional-development/webinars/andrew-miller-webinar.aspx

References

Glazer, E. (2001). Problem Based Instruction. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Cognitivism in Practice

The cognitive learning theory, also known as the information processing theory, focuses on ways in which information is connected and stored in the brain (Laureate Education Inc., 2011).  When someone obtains new information, it reaches short term memory in the brain.  With rehearsal and connections made, the information will then be converted to long term memory.  When I think about this theory, I always revert back to my test-taking abilities and the times when I would be unable to make the connection to what a question was asking until right after the test was over!  Had I known the importance of making connections and using informational images I would have had been better prepared for all of my exams throughout my schooling years.    

                                                                                         

When thinking about this complex process, one must understand how information is stored in the brain.   The Dual Coding Hypothesis refers to information being stored as images and text (Laureate Education Inc., 2011).  This means that informational images must be used in order for students to acquire the information long term. Also, elaboration or building connections to store in information is also vital.  For example, Orey discussed the connection students can make when they visually see General Lee and Lee Jeans on the same slide (Laureate Education Inc., 2011). This personal connection will stick with students forever.                

Pitler, Hubbell, & Kuhn (2012) discuss cues, questions, and advanced organizers and how they correlate with the cognitive learning theory.  By incorporating images and text and allowing students to make connections to the material that is being taught, students are processing information that is long term.  Teachers will use these strategies to help students retrieve, use, and organize information and to figure out the background information individual students have on any given topic.  By knowing this, teachers can then differentiate instruction for students who have no background, some background, or a lot of valuable outside information.                 

 Summarizing and note taking allows students to breakdown information into a concise form (Pitler, et al., 2012).  These are two skills that will last a lifetime for students.  As a student, I found this to be my weakness when I first entered college.  I felt as though my ability to synthesis information was lacking and this was an area in which I needed specific strategies to enhance my abilities.  Technology plays a key role in offering creative ways to help students get rid of the material that is not important and decipher what is the most significant.  Technologies such as Tracked Changes and Combination Notes in Microsoft Word provide options and templates to allow students to organize information (Pitler, et al., 2012).      

                              

Concept mapping allows students to make connections and see the relationships that exist between different words, ideas, questions, images, etc…  The best thing about this strategy is that it can be utilized in all grade levels and all subject areas for students to make deep connections and to be creative.  This fits directly with the cognitive learning theory as students will develop long term memory simply because they are connecting to what is being taught.                

Virtual Field Trips create learning environments as close to a real-world experiences as possible!  Students are submersed in a rich and practical environment that makes them feel a part of the process.  By experiencing this, students will build connections and place themselves within the technology that is being used.  These types of experiences stick with students and allow them to obtain information that will have a lasting effect.  

Useful Links

1.      Take a virtual field trip to The Great Wall of China: http://www.thechinaguide.com/index.php?action=activity/greatWallOfChina!

2.      Great article on the importance of teaching students how and why to take notes: http://www.lifehack.org/articles/productivity/advice-for-students-taking-notes-that-work.html

References

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

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.