APP4 - EDUC 6711
This week we explored the instructional strategy "Generating and Testing Hypothesis" and how it correlates to constructivist/constructionist learning theories. This strategy is ideal for utilizing technology in student-centered instruction that taps into multiple intelligences.
Constructivist believe that knowledge is built by the learner and constructionism theory expands the constructivist perspective further with emphasis on the learner actually building an external artifact that can be shared with others (Orey, 2001). "Generating and Testing Hypothesis" is an instructional strategy that engages students "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). Educational technology can make a significant contribution to the success of students working to "Generate and Test Hypothesis" that will result in, or involve, the production of an external artifact that can be shared with others.
"Generating and Testing Hypothesis" involves task such as system analysis, problem solving, historical investigation, invention, experimental inquiry and decision making (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 203). Each of these task can be time consuming, labor intensive and subject to mistakes. Tools such as spreadsheet software, data collection and Web resources can minimize the above mentioned problems when executing these task.
The use of educational technology to "Generate and Test Hypothesis" is an excellent catalyst for incorporating mutiple intelligence theory in a classroom that is student-centered and focused on learning. According to Dr. Wolfe brain research has shifted the focus from teaching to learning (Laureate Education, Inc., 2008) and the constructionist point of view is that learning is best achieved when students produce external artifacts that can be shared.
References
Laureate Education, Inc. (Producer). (2008). Program one. Understanding the Brain [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
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.
Wednesday, May 26, 2010
Wednesday, May 19, 2010
Cognitivism in Practice
Cognitivism in Practice
APP3 - EDUC 6711
This week we studied "Cues, Questions, and Advance Organizers" and "Summarizing and Note Taking", instructional strategies that embed technology and their correlation to cognitive learning theory. We also worked with Virtual Field Trip and Concept Mapping tools and looked at how they relate to cognitive learning theories and the above mentioned instructional strategies.
Cognitive learning theory revolves around information processing. Dr. Michael Orey said the primary mechanism for storing processed information in long-term memory is elaboration (Laureate Education, Inc., 2008). Elaboration builds numerous connections to stored information according to Dr. Orey. He also notes that the effective use of images and episodic experiences, memories of life experiences, are also cognitive learning tools that contribute to building lasting connections.
It stands to reason that if cognitive learning theory revolves around information processing then information processing tools, made available by technology, can significantly contribute to learning. Tools such as word processing applications, spreadsheet software, inspiration softeware and multimedia applications such as PowerPoint can be used to create rubrics, articles, tables, charts or artisitic works that help students concentrate on essential concepts and themes (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 75).
Summarizing and note taking are instructional strategies that help students to organize information into a meaningful format that they can use to build connections to stored information (elaboration theory). Pitler, Hubbell, Kuhn and Malenoski said, "graphic representation has been shown to produce a percentile gain of 39 points in student achievement" as sited in Marzano, 2008.
Virtual field trips can be used to create rich, episodic experiences that students will be able to retrieve later (Laureate Education, Inc., 2008). Concept maps serve "as a kind of template or scaffold to help organize knowledge and to structure it" (Novak & Canas, 2008). Each of these are examples of cognitive learning theories (elaboration, effective use of images or episodic experiences) at work.
In short, long-term memory can be categorized as one of three types of memory: declarative (facts and information), procedural (how to do things) or episodic (memory for events in life). "The first two account for most of what is learned in work and school" (Orey, 2001). Modern technology promotes the development of long-term memory by providing tools that facilitate information processing which is at the core of Cognitive Learning Theory.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual
Field Trips [Motion picture]. Bridging learning theory, instruction and technology.
Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct
and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved
from the Institute for Human and Machine Cognition Web site:
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrievedfrom http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroominstruction that works. Alexandria, VA: ASCD.
APP3 - EDUC 6711
This week we studied "Cues, Questions, and Advance Organizers" and "Summarizing and Note Taking", instructional strategies that embed technology and their correlation to cognitive learning theory. We also worked with Virtual Field Trip and Concept Mapping tools and looked at how they relate to cognitive learning theories and the above mentioned instructional strategies.
Cognitive learning theory revolves around information processing. Dr. Michael Orey said the primary mechanism for storing processed information in long-term memory is elaboration (Laureate Education, Inc., 2008). Elaboration builds numerous connections to stored information according to Dr. Orey. He also notes that the effective use of images and episodic experiences, memories of life experiences, are also cognitive learning tools that contribute to building lasting connections.
It stands to reason that if cognitive learning theory revolves around information processing then information processing tools, made available by technology, can significantly contribute to learning. Tools such as word processing applications, spreadsheet software, inspiration softeware and multimedia applications such as PowerPoint can be used to create rubrics, articles, tables, charts or artisitic works that help students concentrate on essential concepts and themes (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 75).
Summarizing and note taking are instructional strategies that help students to organize information into a meaningful format that they can use to build connections to stored information (elaboration theory). Pitler, Hubbell, Kuhn and Malenoski said, "graphic representation has been shown to produce a percentile gain of 39 points in student achievement" as sited in Marzano, 2008.
Virtual field trips can be used to create rich, episodic experiences that students will be able to retrieve later (Laureate Education, Inc., 2008). Concept maps serve "as a kind of template or scaffold to help organize knowledge and to structure it" (Novak & Canas, 2008). Each of these are examples of cognitive learning theories (elaboration, effective use of images or episodic experiences) at work.
In short, long-term memory can be categorized as one of three types of memory: declarative (facts and information), procedural (how to do things) or episodic (memory for events in life). "The first two account for most of what is learned in work and school" (Orey, 2001). Modern technology promotes the development of long-term memory by providing tools that facilitate information processing which is at the core of Cognitive Learning Theory.
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion
picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual
Field Trips [Motion picture]. Bridging learning theory, instruction and technology.
Baltimore: Author.
Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct
and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved
from the Institute for Human and Machine Cognition Web site:
http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology.
Retrievedfrom http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with
classroominstruction that works. Alexandria, VA: ASCD.
Wednesday, May 12, 2010
Behaviorism in Practice
APP2 - EDUC 6711
"Reinforcing Effort" and "Homework and Practice" are two instructional strategies that can be enhanced significantly with the aid of technology. They are also compatible with behaviorist theory.
Behaviorism principles suggest that all behavior is a result of learned habits and if this is correct then it stands to reason that all behaviors can be unlearned (Orey, 2001). Just as every student can not be the tallest in the class or the best looking ....neither can every student be the smartest in the class. Each of these attributes are out of their control. What is in their control though is the ability to get in the habit of giving a great effort. "Reinforcing effort enhances students' understanding of the relationship bewteen effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 135).
Failure to realize the importance of effort can often be a large part of the problem for students according to Pitler, Hubbell, Kuhn and Malenoski. Some tools that can be useful in helping them see the importance of giving a good effort are an effort rubric, charts that compare effort to scores and effort surveys. Each of these can be easily incorporated into lessons with the assistance of educational technology.
All students can achieve academic success with a combination of effort, encouragement, teacher support and technology. They want all become "A" students but they can all learn how to become the best student they are capable of being.
One of the concepts of behaviorism is that students will "work for things that bring them positive feelings, and for approval from people they admire" (Orey, 2001). Unfortunately there is not enough time in the typical school day to accomplish all that is required. This necessitates the use of homework assignments and additional practice and technology facilitates them "by providing a wealth of resources for learning outside of the classroom" ( Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p. 189). With the aid of technology students can make the, often unenjoyable, task of homework more palatable and as a result be positively motivated to put forth the necessary effort. The end result of all this additional effort being academic success that brings them the positive feelings and approval that they enjoy.
"Reinforcing Effort" and "Homework and Practice" are more than instructional strategies. "Reinforcing Effort" is also a means of expressing high expectations by illustrating to students that you care about them and their success as students and as human beings. The same can also be said for "Homework and Practice". Assigning students addtional work, that is going to take substantial time to do, is not a great way to make lifelong friends ....but it is necessary to help mold them into the very best students and eventual contributing members of society that they are capable of becoming.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
"Reinforcing Effort" and "Homework and Practice" are two instructional strategies that can be enhanced significantly with the aid of technology. They are also compatible with behaviorist theory.
Behaviorism principles suggest that all behavior is a result of learned habits and if this is correct then it stands to reason that all behaviors can be unlearned (Orey, 2001). Just as every student can not be the tallest in the class or the best looking ....neither can every student be the smartest in the class. Each of these attributes are out of their control. What is in their control though is the ability to get in the habit of giving a great effort. "Reinforcing effort enhances students' understanding of the relationship bewteen effort and achievement by addressing their attitudes and beliefs about learning" (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007, p. 135).
Failure to realize the importance of effort can often be a large part of the problem for students according to Pitler, Hubbell, Kuhn and Malenoski. Some tools that can be useful in helping them see the importance of giving a good effort are an effort rubric, charts that compare effort to scores and effort surveys. Each of these can be easily incorporated into lessons with the assistance of educational technology.
All students can achieve academic success with a combination of effort, encouragement, teacher support and technology. They want all become "A" students but they can all learn how to become the best student they are capable of being.
One of the concepts of behaviorism is that students will "work for things that bring them positive feelings, and for approval from people they admire" (Orey, 2001). Unfortunately there is not enough time in the typical school day to accomplish all that is required. This necessitates the use of homework assignments and additional practice and technology facilitates them "by providing a wealth of resources for learning outside of the classroom" ( Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007, p. 189). With the aid of technology students can make the, often unenjoyable, task of homework more palatable and as a result be positively motivated to put forth the necessary effort. The end result of all this additional effort being academic success that brings them the positive feelings and approval that they enjoy.
"Reinforcing Effort" and "Homework and Practice" are more than instructional strategies. "Reinforcing Effort" is also a means of expressing high expectations by illustrating to students that you care about them and their success as students and as human beings. The same can also be said for "Homework and Practice". Assigning students addtional work, that is going to take substantial time to do, is not a great way to make lifelong friends ....but it is necessary to help mold them into the very best students and eventual contributing members of society that they are capable of becoming.
References
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
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