Application #5 VoiceThread

Down By the Bay suggestions

     Our kindergarten class will be creating their own version of the book/song "Down by the Bay" to demonstrate their understanding of rhyming words. Click on the picture below to view my VoiceThread.

Application #5

Social Learning in Practice

     Social Learning Theory states that learning occurs when students actively engage in constructing artifacts and conversing with others (Laureate Inc., 2010). Students can make sense of their learning by sharing ideas with their classmates and piggy backing ideas. 

    The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning (Pitler, Hubbell, Kuhn & Malenoski, 2007). This strategy encompasses the Social Learning Theory because with this strategy, students are actively engaged in the finished product and in communicating with their peers. It is also great because it can be adapted to meet the needs of younger and older learners alike.

    The cooperative learning structures are based on Spencer Kagan's approach. The structures range from partner to group work assignments. Each student receives a role and it also teaches proper social techniques, such as active listening, paraphrasing, confirming and constructive feedback. The school in which I teach is a great model for incorporating Kagan's structures into every part of the school day. This is great for students and staff alike because they see that the whole building uses these structures.

References:

Laureate Education, Inc. (2010). Bridging Theory, Instruction & Technology. Baltimore, MD: Orey.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

Application #4

     For constructivists, knowledge is a constructed element resulting from the learning process (Lever-Duffy & McDonald, 2008). One constructivist learning theory strategy is generating and testing hypothesis, which allows for students to generate and test hypotheses, engage in complete mental processes...enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn & Malenoski, 2007). Using spreadsheet software and data collection tools can generate and test hypotheses.

     Spreadsheet software is a technology strategy that is used to help students learn content. With this program, students can make informed predictions, collecting data, analyzing the data in patterns, and revising their original hypothesis (Pitler, Hubbell, Kuhn & Malenoski, 2007). This technique allows the student to construct meaning through the scientific process and document it with the use of a spreadsheet.

     Data collection tools enables students to see the bigger picture and recognize patterns (Pitler, Hubbell, Kuhn & Malenoski, 2007). With this process, students follow a similar path as with the spreadsheet software, but with this particular technique, the student must first research a problem, and then after conducting through discovery and collecting data, the student uses that data to confirm, deny or revise their last hypothesis (Pitler, Hubbell, Kuhn & Malenoski, 2007).

References:

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, 

          Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Bridging Theory, Instruction & Technology

Week 3: Cognitivism in Practice 

     Cognitivist theorists attempt to explain learning in terms of how one thinks...Learning and problem solving, according to cognitivists, represent mental processes that are undetectable by mere observation ( Lever-Duffy & McDonald, 2008). Using cues, questions and advance organizers as well as summarizing and note taking are just two of many strategies that correlate with the cognitivist theory.

     The instructional strategy cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use and organize information about a topic (Pitler, Hubbell, Kuhn & Malenoski, 2007). This strategy supports the cognitivist theory because it accounts for every step of a students' understanding. Cues and questions help activate prior knowledge and give students a hint before they have the experience. The advance organizer allows students to make sense of their learning by helping them organize what they have learned.

     Summarizing and note taking allows teachers to work on helping students separate important information from extraneous information and state the information in their own words (Pitler. Hubbell, Kuhn & Malenoski, 2007).One such example of this strategy is through the use of concept mapping from the program Inspiration. Here, students can fill in any map that has been created by their teacher for a specific purpose such as problem/solution, using a definition frame to watch a video, and even character trait note taking. I find that these strategies come in particularly handy with non-fiction text and the subject content of Science and Social Studies.

    Using cues, questions and advance organizers and summarizing and note taking can truly help students make sense of their learning according to the cognitivist theory. Of the two instructional strategies introduced, I think cues, questions and advance organizers would truly benefit the English Language Learners as well as the younger students. Text could be replaced with a graphic.

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

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

Bridging Learning Theory, Instruction & Technology

Application #2: Behaviorism in Practice

     In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner. Behavior is directed by stimuli (Orey, 2001). Both reinforcing effort as well as homework and practice instructional strategies correlate with the principles of behaviorist learning theory. 

     

     Technology makes it easier for students and teachers to track the effects of effort and facilitates more immediate feedback (Pitler, Hubbell & Malenoski, 2007). Often times students do not see the relationship between effort and achievements. Through the use of a data matrix, like Microsoft Excel, students can track their effort and achievement in any subject area. This strategy provides immediate feedback and students adjust their efforts and begin to set goals in an attempt to make progress. 

      Along with personal successes, students should also be exposed to groups they are a part of. When students have well-known or personal stories from which to learn, effort is reinforced, and students begin to take more responsibility for their own successes (Pitler, Hubbell & Malenoski, 2007). Using data notebooks has been an excellent resource in my classroom. It not only clues parents in on how their students are doing, but students begin to take initiative with their learning. I took this instructional strategy one step further by displaying class achievement graphs for all of our subject matters to show students how they were doing as a whole. This was great, because students who normally would have a bad attitude towards their learning, started to take ownership and make a change.

     Homework and practice also correlates closely with the behaviorist learning theory. One such instructional strategy is through the use of multimedia. Well-made software allows teachers to choose which learning objectives the student needs to practice, has sophisticated and seamless multimedia to keep the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept (Pitler, Hubbell & Malenoski, 2007). Receiving such immediate feedback from software causes students to adjust their learning. Positive reinforcement will encourage students to keep playing, while negative reinforcement might cause a student to shut down and quit playing. 

     Both reinforcing effort and homework and practice instructional strategies support the behaviorist learning theory that results in a behavior change either positive or negative. Teachers should monitor use closely and make adjustments where needed to ensure success and progress for the learner.

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

Application #7: Reflection

       I was able to further develop my own technology skills as a professional teacher in this course by maintaining a professional blog, participating in a collaborative wiki, and learning how to plan, create and share a podcast. Through the use of these tools, I was able to brainstorm ways in which I can engage and create meaningful learning experiences for each of my students. Many of these tools will need the assistance of adults since I am working in a kindergarten classroom, but one tool that is kindergarten friendly and that we started creating last week, is the podcast. I am already thinking about starting a classroom blog for students & parents to interact with their classroom teachers and creating a wiki space for kindergarten teachers across our school district where we can share our ideas and resources.

     For the first six years of my teaching career, I taught students the way I was taught so one of the ways in which I have deepened my knowledge of the teaching and learning process is to remember that the digital natives in our classrooms do not learn the way we learned in school. As an educator, I need to fit into technology to help guide students , using relevant, immediate lessons (Thornburg, 2004). 

     I try to do a good job of integrating technology into the classroom, but after conducting the technology survey, my students' responses really opened my eyes to how they learn. The Listen to the Native article suggests that we put engagement before content when teaching (Prensky, 2005).  It's harder for them to sit still when they are so used to multitasking playing a video game and Skyping with a friend. In many ways, these technologies are demanding that we reexamine the way we think about content and curriculum, and they are nurturing new, important shifts in how best to teach students (Richardson, 2010). My students are capable of so much more, so I really need to evaluate the way I teach and seek to incorporate the things my students use daily outside of school into their learning experience in the classroom.

     One area where I have felt strong as an educator has been being more of a facilitator of knowledge and creating more of a learner-centered as opposed to a teacher-centered classroom. I encourage students to seek out the answers ahead of time and allow them to solve a problem before I intervene. That is where the true learning occurs. Students are so used to being told what to do, that when they actually get the opportunity to solve something on their own, they are lost. Good example is during Recess. Students will get to recess and they will just sit on the bench because they don't know what to play. I often hear "What should I play?" Why is creativity being put on the back burner? 

      I plan to continue to expand my knowledge of learning, teaching and leading with technology through the use of RSS feeds. I have really enjoyed getting ideas from fellow kindergarten teachers and subscribing to their blogs through Google Reader has really helped me gain some great insight. In kindergarten, I have felt especially challenged in how to incorporate technology because they do not know how to read or write yet. When I begin a classroom blog, I will need to rely heavily on other adults in the building to help students collaborate as well as their families who have access to technology outside of school.

     My first long-term goal for transforming my classroom environment is to have a classroom blog that is updated at least three times a week. I would use this classroom blog to update families on what is going on in the classroom along with videos & podcasts where students showcase what they have been learning in school. For example, in kindergarten, I could incorporate videos of students writing the letter of the day as well as a student reading the sentence that will be added to their alphabet journals. It would include useful links that both families and teachers have found. My second long-term goal for transforming my classroom environment is to have students using or being exposed to some form of technology for every subject throughout the day. So, if we are in our Math block, I want students to either be creating or collaborating on the computer during their center rotation and demonstrating their knowledge on programs such as Google Docs.

    One thing I need to remember to keep in mind. There are so many great resources out there for educators to use in their classroom, but it's important to learn how to use one tool very well instead of trying to incorporate all of them at once and getting mediocre results. It can be overwhelming when learning about all the new tools and resources. I need to start with the end in mind, so if that means I only work with one resource for 9 weeks, that's where I'll start.

References:

Prensky, M. (2005). Listen to the natives. Educational Leadership, 63(4), 8–13.

Richardson, W. (2010). Blogs, Wikis, Podcasts and Other Powerful Web Tools for Classrooms. Thousand Oaks, CA: Corwin.

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

Assignment #5:

~Student Demographic Profile Podcast~

Click on the link provided below to access the podcast:

Student Demographic Profile Podcast