My VoiceThread URL http://voicethread.com/share/20730961
I hope everyone else had as much fun with it as I did!
Sunday, May 29, 2011
Tuesday, May 24, 2011
Constructionism
APP4 Blog Post
Constructionism, like the word impys, is the theory that we make deeper connections with new concepts when we “build” on something we already know. This week’s videos and readings give some excellent information on how to incorporate the constuctionism theory into the classroom in order to help facilitate complex concepts.
According to Dr. Michael Orey, people strive to have a “balance” he calls this equalration. He also states that when we begin to assimilate new information we need to be able to accommodate when our assimilation becomes altered. He suggests that through the construction of projects students are forced to assimilate new concepts. This theory is supported by the article, Seymour Papert & Constuctionism (1999) in which the author explains another way to think about this theory. She writes that learners are actively engaged in learning when they are creating artifacts.
In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, & Malenoski, contend that 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 (p.202)
After considering the sources I checked each of the listed websites supplied for our review. I was so impressed with some of them I plan to use them in lesson plans within the next couple of weeks. From Apple Learning Interchange, I found music that can be added to technology generated projects. From Edutopia, I found free videos, ideas, and tips for generating artifacts. At Project-Based Learning, there are step-by-step directions on how to design projects. At NASA Solar System Simulator there are places where students can make hypotheses and then check them out. At the website, Astroventure, students can research information on space programs.
Overall I found this week’s class materials to be highly informational and I can’t wait to get started.
Resources:
Laureate Education, Inc. (Executive Producer).(2010). Program seven. Constructionist
and constructivist learning theories[Webcast].Bridging learning theory,
instruction and technology. Baltimore, MD: Author
Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with
classroom instruction that works. Alexandria, VA, ASCD
Thurmond, A.(1999)Seymour Papert & Constructionism-+ Constructivism and
Constructionism. Retrieved on May, 17, 2011 from
http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html
Constructionism, like the word impys, is the theory that we make deeper connections with new concepts when we “build” on something we already know. This week’s videos and readings give some excellent information on how to incorporate the constuctionism theory into the classroom in order to help facilitate complex concepts.
According to Dr. Michael Orey, people strive to have a “balance” he calls this equalration. He also states that when we begin to assimilate new information we need to be able to accommodate when our assimilation becomes altered. He suggests that through the construction of projects students are forced to assimilate new concepts. This theory is supported by the article, Seymour Papert & Constuctionism (1999) in which the author explains another way to think about this theory. She writes that learners are actively engaged in learning when they are creating artifacts.
In Using Technology with Classroom Instruction that Works, Pitler, Hubbell, Kuhn, & Malenoski, contend that 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 (p.202)
After considering the sources I checked each of the listed websites supplied for our review. I was so impressed with some of them I plan to use them in lesson plans within the next couple of weeks. From Apple Learning Interchange, I found music that can be added to technology generated projects. From Edutopia, I found free videos, ideas, and tips for generating artifacts. At Project-Based Learning, there are step-by-step directions on how to design projects. At NASA Solar System Simulator there are places where students can make hypotheses and then check them out. At the website, Astroventure, students can research information on space programs.
Overall I found this week’s class materials to be highly informational and I can’t wait to get started.
Resources:
Laureate Education, Inc. (Executive Producer).(2010). Program seven. Constructionist
and constructivist learning theories[Webcast].Bridging learning theory,
instruction and technology. Baltimore, MD: Author
Pitler, H., Hubble, E.R., Kuhn, M., & Malenoski, K., (2007). Using technology with
classroom instruction that works. Alexandria, VA, ASCD
Thurmond, A.(1999)Seymour Papert & Constructionism-+ Constructivism and
Constructionism. Retrieved on May, 17, 2011 from
http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html
Tuesday, May 17, 2011
As in the past few weeks I am excited to see how Pitler, Hubble, Kuhn & Malenoski in their book, Using Technology with Classroom Instruction that Works (2007), combine the use of technology with the work of Marzano, Pickering, & Pollock in Classroom Instruction that Works (2001). I am familiar with the former mentioned book as it was the foundation of how curriculum was taught in the last school I taught at. It is interesting for me to see how the two books co inside with all the technology information.
In this week’s video on Cognitive Learning Theory, Dr. Michael Orey, gave some information on how our brains store long term information. He mentioned that in order for elaboration to take place, students need to activate their memories with stimulation such as visual and olfactory triggers.
Author’s Pitler, Hubble, Kuhn & Malenoski stress that using the learning tool of the advance organizers before a new concept is presented help them to classify and make sense of the content they will encounter, particularly new content that is not well organized in its original format (p.73). In essence, advance organizers help students focus their learning. In Bloom’s Taxonomy, his higher cognitive complexity of applying uses the words, classify and focus.
In summarization and note taking, Pitler, Hubble, Kuhn & Malenoski, make the generalization, to effectively summarize, students must delete some information, substitute some information and keep some information (p.119). They also recommend using a variety of formats (p.124). By using organizing software or “cognitive tools” such as Inspiration, students can organize and brainstorm information to sort out what is important enough to keep as part of the summary. The authors also point out that not only can students create summaries and notes of multimedia content they can also sue multimedia to enhance and present their summaries and notes.
In another article, Cognitive Tools (2010), Robertson, Elliot & Robinson, state, for example even something as straightforward as researching the Southern Pacific countries come to life with cognitive tools. Looking through an Encyclopedia Britannica wouldn’t generate the same speed and enthusiasm as it would to travel search on travelocity.com. and by using cognitive tools of the Internet is able to access much more information interactively (p.3) This too is supported by the use of visually engaging in concept mapping.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?tle=Main_Page
Robertson, B., Elliot, L. & Robinson, D. (2007) Cognitive tools. In M.Orey (Ed.)
Emerging perspectives on learning, teaching and technology. Retrieved: May11,
2010, from http://projects.coe.uga.edu/epltt/
In this week’s video on Cognitive Learning Theory, Dr. Michael Orey, gave some information on how our brains store long term information. He mentioned that in order for elaboration to take place, students need to activate their memories with stimulation such as visual and olfactory triggers.
Author’s Pitler, Hubble, Kuhn & Malenoski stress that using the learning tool of the advance organizers before a new concept is presented help them to classify and make sense of the content they will encounter, particularly new content that is not well organized in its original format (p.73). In essence, advance organizers help students focus their learning. In Bloom’s Taxonomy, his higher cognitive complexity of applying uses the words, classify and focus.
In summarization and note taking, Pitler, Hubble, Kuhn & Malenoski, make the generalization, to effectively summarize, students must delete some information, substitute some information and keep some information (p.119). They also recommend using a variety of formats (p.124). By using organizing software or “cognitive tools” such as Inspiration, students can organize and brainstorm information to sort out what is important enough to keep as part of the summary. The authors also point out that not only can students create summaries and notes of multimedia content they can also sue multimedia to enhance and present their summaries and notes.
In another article, Cognitive Tools (2010), Robertson, Elliot & Robinson, state, for example even something as straightforward as researching the Southern Pacific countries come to life with cognitive tools. Looking through an Encyclopedia Britannica wouldn’t generate the same speed and enthusiasm as it would to travel search on travelocity.com. and by using cognitive tools of the Internet is able to access much more information interactively (p.3) This too is supported by the use of visually engaging in concept mapping.
References:
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrieved from http://projects.coe.uga.edu/epltt/index.php?tle=Main_Page
Robertson, B., Elliot, L. & Robinson, D. (2007) Cognitive tools. In M.Orey (Ed.)
Emerging perspectives on learning, teaching and technology. Retrieved: May11,
2010, from http://projects.coe.uga.edu/epltt/
Tuesday, May 10, 2011
Behaviorism in Practice
In the infed article, The Behaviorist Orientation to Learning, author, Mark K. Smith, reports that researcher, James Hartley, has developed four principles that build upon operate conditioning as identified by behaviorist, Skinner, and the research environment, as proposed by behaviorist, Watson. In his report Hartley includes the following as one of the four principles:
• Repetition, generalization, and discrimination are important notions. Frequent practice-and practice with varied contexts-is necessary for learning to take place. Skills are not acquired without frequent practice.
The idea of “focused practice” is particularly important when students are practicing a complex multistep step skill or process, such as research process, scientific inquiry, or the writing practice (Marzano, Pickering, Pollock 2001 pg.70 ). According to the authors, Pitler, Hubbell, Kuhn, and Malenoski, in their book, Using Technology with Classroom Instruction that Works, Multiple exposures to material help students deepen their understanding of content and become proficient with skill. Typically, students need about 24 hours practice sessions with a skill in order to achieve 80-percent competency (Hubble, Kuhn, Malenoski, Pitler, 2007 pg.188 ). They also add that technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing drill and practice resources that help students refine their skills.
Hartley’s next principle is on the subject of reinforcement:
• Reinforcement is the cardinal motivation. Positive reinforces like rewards and successes are preferable to negative events like punishment and failures. In the previous mention book, Using Technology with Classroom Instruction that Works, the authors write, The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their beliefs about learning (Hubble, Kuhn, Malenoski, Pitler, 2007.pg.155)
In my twenty plus years of facilitating student use of computer software for educational games, I have never experienced a game that reprimanded a student for an incorrect answer. Even when the student misses an answer the “negative” response is done in a positive fashion. Often, and especially in games for young children, a correct response with educational games will often have a reward such as music or a cartoon figure do a jig or dance. Positive feedback is a powerful reinforcement. Feedback should be timely. In general, the more delay that occurs in giving feedback, the less improvement there is in achievement (Marzano, Pickering, Pollock, 2001. pg.97 ). Another positive reinforcer I connect with technology is the programs that teach each student at his or her learning level. By working at the level the student is ready to learn at makes the student feel more successful and that in turn boosts confidence as well as the desire to keep trying.
References:
Hubble, E.R., Kuhn, M., Malenoski, K., Pitler, H. (2007). Using technology with
classroom instruction that works. ASCD. Alexandria, VA.
Marzano, R.J., Pickering, D.J., Pollock, J.E.(2001). Classroom instruction that
works.-research strategies for increasing student achievement. ASCD. Alexandria,
VA.
Smith, M.K. (1999) ‘The behaviourist orientation of learning’, the encyclopedia of
informal education. Retrieved from www.infed.org/biblio/learning- behavourist.htm
• Repetition, generalization, and discrimination are important notions. Frequent practice-and practice with varied contexts-is necessary for learning to take place. Skills are not acquired without frequent practice.
The idea of “focused practice” is particularly important when students are practicing a complex multistep step skill or process, such as research process, scientific inquiry, or the writing practice (Marzano, Pickering, Pollock 2001 pg.70 ). According to the authors, Pitler, Hubbell, Kuhn, and Malenoski, in their book, Using Technology with Classroom Instruction that Works, Multiple exposures to material help students deepen their understanding of content and become proficient with skill. Typically, students need about 24 hours practice sessions with a skill in order to achieve 80-percent competency (Hubble, Kuhn, Malenoski, Pitler, 2007 pg.188 ). They also add that technology facilitates homework and practice by providing a wealth of resources for learning outside of the classroom, making it easy for students to work on collaborative homework assignments and providing drill and practice resources that help students refine their skills.
Hartley’s next principle is on the subject of reinforcement:
• Reinforcement is the cardinal motivation. Positive reinforces like rewards and successes are preferable to negative events like punishment and failures. In the previous mention book, Using Technology with Classroom Instruction that Works, the authors write, The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their beliefs about learning (Hubble, Kuhn, Malenoski, Pitler, 2007.pg.155)
In my twenty plus years of facilitating student use of computer software for educational games, I have never experienced a game that reprimanded a student for an incorrect answer. Even when the student misses an answer the “negative” response is done in a positive fashion. Often, and especially in games for young children, a correct response with educational games will often have a reward such as music or a cartoon figure do a jig or dance. Positive feedback is a powerful reinforcement. Feedback should be timely. In general, the more delay that occurs in giving feedback, the less improvement there is in achievement (Marzano, Pickering, Pollock, 2001. pg.97 ). Another positive reinforcer I connect with technology is the programs that teach each student at his or her learning level. By working at the level the student is ready to learn at makes the student feel more successful and that in turn boosts confidence as well as the desire to keep trying.
References:
Hubble, E.R., Kuhn, M., Malenoski, K., Pitler, H. (2007). Using technology with
classroom instruction that works. ASCD. Alexandria, VA.
Marzano, R.J., Pickering, D.J., Pollock, J.E.(2001). Classroom instruction that
works.-research strategies for increasing student achievement. ASCD. Alexandria,
VA.
Smith, M.K. (1999) ‘The behaviourist orientation of learning’, the encyclopedia of
informal education. Retrieved from www.infed.org/biblio/learning- behavourist.htm
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