Reflection of Learning Theories

            Upon reflection of my own beliefs and also the analysis of the learning theories studied for this class, I have come to the conclusion that the learning theories support my own personal beliefs.  This is due, in part, to previous study of these theories in my undergraduate work.  Not only did I study learning theories in my education classes, but I thought it wise to further my learning of the way in which people think by earning a minor in psychology.  Through this knowledge and eight years’ experience in the classroom, I have developed instructional activities which center on students rather than the teacher.  Upon reflection, I found it interesting to see how much my own practice correlates with the many learning theories.
            I agree with Dr. Orey that students respond better to positive reinforcement rather than punishment.  Behaviorist theory supports the idea that students will show desired behaviors when given positive reinforcement (Laureate Education, Inc., 2011a).  I have seen better results when I focus on the positive rather than correcting the negative behaviors in the classroom.  It is a constant struggle, however, to keep that positive focus.  Through the incorporation of technological tools such as online games, students are given the positive rewards they crave.  I am constantly on the search for games which correlate directly to the content being taught at the time and it is a goal of mine to compile a list of game sites which students can use to support their learning for several concepts in my curriculum.  I plan to achieve this goal by exploring educational blogs and wikis which post resources.

The Cognitive Learning Theory states that teachers can improve learning by limiting the amount of information learned at one time (Laureate Education, Inc., 2011b).  I limit the amount of new information with my Algebra 2 students through chunking.  Often, there are many facets involved with a section in the curriculum.  I have found that through learning and practicing each part separately, students do not get overwhelmed.  I use concept-mapping as a technology tool to then make the connections between the different concepts.  Cognitive Learning theory also states that students learn better when multiple senses are involved in learning experiences (Laureate Education, Inc., 2011b).  I try to integrate multiple senses through project-based learning with my pre-engineering students.  Many of the projects present students with a problem and then students use a variety of resources to build a solution to the problem.  Students have the opportunity to work hands-on in the classroom and this creates memorable and deep learning experiences.  Often, technology tools are used such as online simulations, robotics, and other software.  This kind of project-based learning also connects to Constructivism and Constructionist Learning Theories in that students are creating artifacts to show learning (Laureate Education, Inc., 2011c). 

According to the Social Learning Theory, student learning is increased when students are creating projects together (Laureate Education Inc., 2011d).  I require students to communicate their learning through many avenues including teaching the class a concept, creating posters, creating flyers, posting on a class wiki, and creating pamphlets.  This allows students to be creative and work collaboratively with peers while getting a deeper understanding of the material.  It is another one of my goals to increase the number of projects such as these that I use in my classroom, as well as learn different ways for students to work collaboratively to show knowledge learned.  I plan to achieve this goal through the exploration of different technology tools discussed in graduate discussions as well as with colleagues in professional learning communities at my school.

            My teaching repertoire has expanded through the technology tools learned in this class and it is my desire that this will continue.  After all, this is why I am pursuing a graduate degree.  I have developed a concept-map which connects to a virtual field trip, created a voice thread for a project for my students, as well as design lessons around student questions.  I look forward to incorporating the many tools described by Pitler, Hubbell, Kuhn, & Malenoski as well (2007).

References

Laureate Education, Inc. (Producer). (2011a). Program four: Behaviorist 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

Laureate Education, Inc. (Producer). (2011b). 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

Laureate Education, Inc. (Producer). (2011c). 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

Laureate Education, Inc. (Producer). (2011d). 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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Social Learning Theories

The social constructivism theory believes that learning is a social process which takes place through interaction with others.  The educational practices of collaboration and cooperative learning support this theory.  Pitler, Hubbell, Kuhn, & Malenoski suggest the use of several technological tools to assist in cooperative learning (2007).  One practice I found interesting is asking experts in a field of study.  There are websites such as http://nsdl.org/asknsdl where these experts can be contacted.  Interacting with an expert in the field is a powerful learning experience for students.  Another interesting strategy is the use of webquests.  A webquest is an assignment where students are given websites to find specific information.  I have used webquests in my classes and have experienced both positive and negative results.  While webquests are an interactive way of learning information, they are time consuming to create.  A third technological tool which I have found useful in the classroom is websites such as docs.google.com assist in sharing of files for projects.  Students can work on a project together in the classroom and then also work from home on the same project without the need of saving to flash drives or emailing projects to each other. 

The connectivism theory believes that learning is the process from which connections are made between networks.  Collaboration plays a large role in both of these theories.  Concept mapping directly connects to connectivism where information is visually connected to other information.  Online concept mapping tools such as www.spiderscribe.net aid in making the connections needed to process information and can be created collaboratively or independently.

VoiceThread: http://voicethread.com/share/2493306/

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.   

Constructivist/Constructionist Learning Theories

According to Dr. Orey, “people learn best when they build external artifacts or something they can share with others.”  (Laureate Education, Inc., 2011).  This is the central belief of constructionist learning theory.  Pitler, Hubbell, Kuhn, & Malenoski support this theory and suggest teachers assist students in generating and testing hypotheses through many ways including: system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision making (2007). 

In system analysis, a student studies a system and then makes predictions about how the system would alter if one part of the system were to change.  This connects to constructivist and constructionist learning theories by taking this strategy to the next level: testing the predictions.  One way in which this could be done is through online simulations.  Students can manipulate changes in different aspects of the system and record the various effects.

Problem solving requires students to be creative in finding ways around obstacles.  There is no single correct way of solving problems, which can be frustrating for students.  Constructivist theory states that individuals actively construct their own meaning, and therefore, each individual may interpret information differently.

Historical investigations allow students to form their own conclusions regarding a situation based on the facts known.  This allows students to take a position and defend their choice.  Again, there is no single correct way to approach this project and students will interpret facts in different ways.

Invention is at the heart of these theories.  When students are given a problem and then build something to fulfill the need, they are actively involved in the learning process. 

Experimental inquiry occurs when students study something, question how or why change occurs, and then test their theories.  Students again interpret facts differently and then are able to test their hypotheses.  When students pose their own questions, they are more motivated to see the results. 

Decision making includes students actively weighing options and deciding which choice makes the most sense to them based on certain criteria.  This enables students the freedom of constructing personal meaning which may differ from other classmates.

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory

Behaviorist learning theory revolves around operant conditioning through positive rewards or negative consequences.  The cognitive learning theory is very different in the belief that learning is an internal process dealing with memory.  The goal of learning is to get information to the long-term memory by creating connections to previous content and making strong new paths to knowledge.  One’s experiences greatly influence the way new information is stored and educators should try to provide deep, meaningful learning experiences so that information is not lost.  There are a variety of ways to accomplish this.  Dr. Orey describes how chunking information, limiting the amount of information learned at one time, keeps new information manageable for students (Laureate Education, Inc., 2011).  It is important to not overwhelm students with too much new information at once for a deep understanding to take place.  Advance organizers and note-taking strategies using Inspiration are one way to assist with this process.  When teaching a new concept, I use chunking often because when students are overwhelmed with a large amount of information, they are less likely to remember it. 

Elaboration is the practice of making as many connections to prior knowledge as possible.   Dr. Orey believes there is a connection between cognitive learning theory and integrating multiple senses to improve student learning (Laureate Education, Inc., 2011).  When students are exposed to new material through different senses, the learning is deeper and more memorable.  Dr. Orey also describes the importance for students to make as many connections to new information as possible in the process of elaboration.  Each student brings different personal experience to new information, and thus, makes different connections to that information.  Advance organizers such as concept mapping can be used to sort material in a meaningful way, especially when the material is not easily organized (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I use concept mapping often in my classroom to connect new concepts to prior knowledge.  I agree with Hartley's belief that instruction should be well organized and clearly structured (1998).  Advance organizers and note-taking stategies can provide this needed structure.

It is important for educators to take the time to teach a concept well rather than to just get through the curriculum.  By integrating technology and knowing how the brain works, educators can plan powerful, meaningful learning experiences for students. 

References

Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge.

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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorism in Practice

An essential part of the behaviorist theory to learning is based upon operant conditioning.  In an educational setting, students are positively rewarded for showing desired behaviors.  As Hartley says, “Positive reinforcers like rewards and successes are preferable to negative events like punishments and failures.” (1998).  This positive reward leads to the behaviors being repeated by that student as well as others.  Pitler, Hubbell, Kuhn, & Malenoski emphasize that this positive reinforcement should be connected to effort, because effort is correlated to success (2007). One suggestion I like in particular is the effort rubric.  Students could keep track of their daily effort as a conclusion to class each day.  Hopefully, in time, students will see an improvement in their learning as a result of this daily reflection. Spreadsheet Software could be used to incorporate technology if available, but it is not imperative to incorporate technology for the effort rubric to be successful.  Success stories could then be shared throughout the year which makes the experience meaningful for the students.  When students are able to share personal stories, they take more meaning from the experience, which also connects to Dr. Wolfe’s comments about how the brain works (Laureate Education, Inc., 2010). 

Feedback is essential for learning to occur.  When homework or other practice assignments are given, teachers should provide some sort of meaningful feedback (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  This connects to behaviorist theory depending on how it is approached.  I praise students for showing the effort of completing their homework and classwork as well as giving positive comments for correctly completing the assignment.  Being a math teacher, it is easier for me to provide quick feedback as I look over my students’ papers, than for a social studies or language arts teacher.  There are several technological tools which provide instant feedback.  Some that I use include online tutorials and games, as well as offline games using Microsoft PowerPoint.  I am not able to give students as much one-on-one time as I would like, but I can use tools to provide students with needed feedback.  Providing feedback directly links to behaviorist theory through conditioning.  When teachers communicate positive growth, students are motivated to work hard.

References

Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge. 

Laureate Education, Inc. (Producer). (2010). Brain Research and Learning [Video webcast]. Bridging Learning Theory, Instruction, and Technology.  Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6072034&Survey=1&47=8554320&ClientNodeID=984650&coursenav=1&bhcp=1

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Reflection

I have gained much knowledge of the impact of technology on education, work, and society over the past several weeks.  This course has helped me develop my own technology skills in four major ways.  First, I created a blog where I share resources, educational thoughts, and my current educational experiences.  Second, I created a wiki where I work with my students to share projects from our pre-engineering class.  Third, I recorded and posted a podcast on my blog describing my students’ use of and access to technology.  Fourth, I joined a Professional Learning Community (PLC) at my school where I am working with colleagues to incorporate technology into the curriculum through the use of blogs and wikis. 

I have deepened my knowledge of the teaching and learning process through my experience as a teacher and also as a student in a graduate program.  I see the perspectives of both roles since I live them on a daily basis.  Seeing both perspectives gives me an advantage and helps me to keep an open mind.  My students think it is interesting that I am also a student and they are curious to know what I learn in my graduate courses.  As I have learned about blogs and wikis, I have shared the knowledge with my students.  They see my excitement and, in turn, show excitement to learn.  Through the teaching and learning process, I am able to be a positive role model showing the importance of being a life-long learner. 

Over the past two years, I have shifted my teaching from a teacher-centered to a student-centered learning environment.  This course has helped to develop what I have already started and has given me ideas to enhance and improve student achievement in my classroom.  It is one of my long-term goals to continue the process of expanding my knowledge through the PLC at my school.  It is our goal as a PLC to locate quality technological resources and implement the resources in the classroom.  My second long-term goal is to continue developing my classroom wiki.  I will achieve this goal through requiring my students to post assignments and reflections on the wiki.  I have also set up a second wiki with my PLC to share the resources we find.  While we share the new resources, we will learn more of the capabilities of the wiki and help to develop our knowledge together.  Having colleagues at my school working on this alongside me will help to keep me motivated and on schedule.

As a result of this course, I have been inspired to develop the 21^st Century Skills of my students.  These skills include collaboration, creativity, communication, and critical thinking.  I can develop these skills by providing my students with project-based activities which require them to problem solve collaboratively.  In the midst of these activities, students will use a variety of technological tools to attain their goals.  If I can incorporate new instructional practices each year, I can reach my goal of moving toward a student-centered classroom where I play the role of facilitator of knowledge rather than the “expert” who lectures. 

Podcast

This is my first podcasting attempt.  I collected data from my students regarding their use of technology.  I also interviewed three students and included excerpts in this podcast.  The editing is a little rough, but overall, I am proud of it.  The easy part was collecting data and interviewing my students.  The difficult part was figuring out how to save and share the podcast on this blog.  I hope it works!
Here is the link where you can listen to the podcast: http://www.box.net/profile#/profile/13967867/page/1/1/972680179

21st Century Skills

Partnership for 21st Century Skills website: http://www.p21.org/

This website seems to correspond with what we have been studying in the class, Understanding the Impact of Technology on Education, Work, and Society.  The Partnership for 21^st Century Skills believes in the incorporation of the “4Cs” as well as the traditional 3Rs of education.  These “4Cs” include critical thinking and problem solving; communication; collaboration; and creativity and innovation.  This past summer, I attended the Educator Effectiveness Training for the Common Core Standards which will be implemented in Maryland in the coming years.  I mention this because I see many parallels between what the Partnership believes and advocates for and what is coming with the adoption of the Common Core Standards.  This is particularly true when it comes to the toolkit offered on their website.  I found this resource to be most helpful.  This toolkit emphasizes the importance of incorporating inquiry-based curriculums, acting on innovative ideas, using performance-based assessments, and working collaboratively with interdisciplinary colleagues.  The best part of the toolkit is the “Lesson Starters” for Mathematics and English/Language Arts.  These are ideas for lessons that connect the 21^st Century Skills with the Common Core Standards.  I hope that the Partnership continues to develop ideas for lessons for educator to use.  One of the most frustrating things I have experienced as an educator is for someone to tell me the benefits of “best practices” without giving me lessons or even ideas for lessons.  Why should I recreate the wheel when I know there are resources available if I search long enough?  Instead of reinforcing the why, I would rather be shown how.

Through the incorporation of 21^st Century Skills, my own classroom has changed immensely.  I have gone from teacher-led lecture to student-centered project-based learning and performance assessments.  I have made this change mostly due to the foundation of the curriculum in teaching pre-engineering.  As I see the benefits with my students in pre-engineering, I cannot help but expose my math students to this as well.  I have begun the process toward incorporating 21^st Century Skills in both of my classes because I see it as essential for my students.  I would not adequately prepare them for their future if I did not. 

National Book Festival

I have tried to attend the National Book Festival ever since I moved to Maryland seven years ago.  This year's festival was by far the most exciting and memorable for me.  Toni Morrison is an award winning author who happens to be from my hometown of Lorain, Ohio.  She is best known for "Beloved", but my personal favorite is "The Bluest Eye".  I had the opportunity to hear her speak at the festival yesterday and was impressed with her insightful and humorous responses to the interview questions.  

Contest for Students

NASA's Gravity Recovery And Interior Laboratory (GRAIL) mission is under way and they are looking for students who have suggestions for names other than GRAIL-A and GRAIL-B.  The mission is to create a map of the moon.  Any interested K-12 student can get more information from the following link: http://solarsystem.nasa.gov/grail/namingcontest.cfm?CFID=5195764&CFTOKEN=56193813

Classroom Blogs

My ideal classroom blog would serve as a tool to bring students together in collaboration.  I also would like it to be a place where enthusiasm for mathematics is found.  I would like to see students asking for assistance and receiving it both from myself and from other students.  I would also like to see students working together on projects through the blog and then sharing the results from their work.  I would like the blog to be a place where students share interesting resources they have found and share the significance of the resources.  I feel that a blog like this would aid in creating a classroom atmosphere of teamwork where students are not afraid to make mistakes and help others. 

I feel as though a blog is a good tool for my Eighth grade Algebra 2 and Pre-Engineering classes because students can access it not only at home and school, but wherever they can connect to the Internet.  If a student is having trouble with a homework assignment, they could ask for assistance, and, in theory, receive assistance before the assignment is due.  Or, if a student has to miss school due to health issues or family emergencies, they can stay connected to the classroom by checking the blog and interacting with the class.  In this situation, the student could avoid large amounts of make-up work.  I see many benefits to creating a classroom blog.  It is the future of education and I would like to be a part of it. 

Weightless Flights of Discovery

I had an amazing time experiencing the absence of gravity.  My group completed some experiments throughout the flight.  I will share the results after reflection.  This is a picture of me from the ceremony after the flight.

Go Weightless

http://www.northropgrumman.com/goweightless/
I have been selected to participate in this amazing opportunity for educators.  I will experience zero gravity in an airplane and conduct experiments.  The whole flight is videotaped and I will be able to show the footage to my students as I teach about flight and space.  I am very excited.  My flight takes place tomorrow, September 12.

First Post

This is my first attempt at blogging.  The purpose of this blog is to share educational ideas, communicate with my students, and share with my fellow graduate students.  Ideas about Algebra 2 and integrating technology into the curriculum are welcome and appreciated.