Social Learning in Practice

Social learning theories suggest that people learn primarily through their interactions with others.  I believe that students greatly benefit from working with other students.  This theory goes hand-in-hand with the cooperative learning method I read about in Using Technology with Classroom Instruction that Works.  The first reason I believe students benefit from cooperative learning is because students deepen their knowledge when they teach something to someone else.  I have such a greater understanding for the courses I teach after teaching them for a trimester.  I always knew how to do all of the math for each class but I am able to make more connections after teaching it.  I am sure that students feel the same way after teaching a peer.  Also, students enjoy learning from one another.  They may feel more comfortable asking a peer a question instead of raising their hand to ask a question in front of the entire class.  This gives them more confidence as well.  If their answers are confirmed with the student next to them, they may be more likely to volunteer to do a problem on the board for the entire class.  

Technology used in classrooms can also promote social learning.  Many teachers use Facebook, webquests, blogs, Google Docs and more in their classroom.  These tools allow students to work with one other without being face-to-face.  Students are able to share ideas and collaborate at their convenience.  Instead of coming up with or responding to an idea in class, students are able to think about an idea and respond at their convenience on any computer.  In addition to learning the material, students are also learning social skills needed for future careers.  I feel this is extremely important.

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

VoiceThread

Please click here to view my VoiceThread to help with my current classroom issue. 

Constructivism in Practice

This week I read about generating and testing hypotheses in the book Using Technology with Classroom Instruction that Works.  Most think that generating and testing hypotheses is something done only in science classes, however, this can be done in all subjects using technology.  The most common software used for organizing data is Microsoft Excel.  In my math classroom, I am able to use my TI-nspire calculators.  There are different probes available that connect right to the calculator and record in a spreadsheet. The probe I currently use in my classroom measures distance from the probe to an object. The data it collects can easily be converted to graphs in a new document.  What I like about this process is that the amount of time to collect the data is minimal so the majority of students’ time can be spent analyzing and testing their hypotheses.  I do not see the value in having students measure distances by hand repeatedly when there is a probe that does it instantaneously.  That is not what I am trying to teach my students.  To me, technology should be used to simplify and organize our work so we can spend more time concentrating on what matters. 

This type of method relates to the constructionist learning theory as students are engaged in constructing something new.  Students are able to use what they have learned to deepen their knowledge by creating a new product.  Students are also using higher order thinking skills when researching and analyzing.  Lessons like these hep prepare students for the real world by applying their knowledge.  I try to get away from standard lecture as much as possible, although I know it is sometimes needed in math.  Other project-based learning tools I explored this week also correlated with the constructionist learning theory as students create something new using what they have learned.  These activities have students exploring real-life applications so students can see how material relates to their lives. 

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

       classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

In order for our students to learn what we are teaching them, we need to learn how our students learn.  In a video I have viewed, Dr. Orey explains the cognitive learning theories help describe how our students learn.  Incorporating technology into lessons can be very beneficial to students.  One method of integrating technology from the book Using Technology with Classroom Instruction that Works is through the use of cues, questions, and advance organizers.  Cues should be straightforward and preview what the students are about to learn.  An example of this is a teacher showing a PowerPoint presentation before beginning a new book with her class.  In the presentation, she includes pictures of the living conditions from the setting of the book.  Cognitive learning theory says students are more likely to remember what they learned when they were able to see pictures too.

Another method of integrating technology is through summarizing and note taking.  In my high school math class, students are required to take notes.  Incorporating technology may help increase the amount of information students learn.  An example of this is a teacher having students take notes using a concept map in the software Inspiration.  I like this method because it does not require students to think linearly.  They do not have to move left to right and down the paper.  They start in the center bubble and add their thoughts.  This method also helps make connections that are needed to student learning, says cognitive learning theory.  These maps can include images which will also help students remember information.  Another way of effective note taking is through combination notes.  These notes are created on a word processor by the teacher.  The teacher can easily draw an upside down T.  On the left hand side, students put their notes.  On the right hand side are images.  Underneath, the students summarize the main idea.  Again, this method incorporates pictures so the students are more likely to learn and remember the material. 

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

As I continue learning how to incorporate technology into my classroom, I am learning about behaviorism in the classroom.  The book Using Technology with Classroom Instruction that Works, I read about using technology for “reinforcing effort” and “practice and homework” in the classroom.   

Effort is something many students in my school are lacking.  They believe they can’t, therefore they don’t.  I have even heard parents say they were never good at math so that is why their child is not good at math.  The book gives an example of an effort rubric that a teacher has used.  Students complete a table using Microsoft Excel as they evaluate the effort in the class every week.  The rubric covers how many questions they ask in class to how often they study the material.  Afterwards, they complete a chart on their performance.  They can graph the data to show that they more effort they put in, the better they performed.  Practice and homework is also import for students.  

 In order for students to master a skill, they need to spend some time practicing it.  They use an example of a physical education teacher using spreadsheet software in his classroom.  I would like to do this in my math classroom with different graphs.  Using Microsoft Excel, students can manipulate and edit graphs easily. 

These methods model behaviorist theory of learning as they promote reinforcement.  As students put in more effort, they are rewarded with better grades.  Practicing material using technology allows students to do many problems with immediate feedback as they see their graphs change.  This also incorporates repetition.

I also looked through some websites to help students in various subjects. WebMATH (www.webmath.com) is an online tutorial that allows students to enter problems and see detailed solutions.  Students can use this website to do math problems and receive immediate feedback by typing their problem on the webpage.  This also gives students an opportunity for drilling of a skill.  They can also go over problems that were not assigned in class for added practice with answers. 

References:

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

Another great online tutorial site is www.khanacademy.com.  It includes lessons on various subjects other that math!