Connectivism and Social Learning in Practice

Connectivism and Social Learning in Practice

            The instructional strategies described in this week’s Learning Resources directly correlate with the principles of social learning theories. To begin, the social learning theory is described as an association of humans developing and sharing knowledge, while utilizing technology to facilitate and connect those networks (Kim, 2001). Cooperative learning relates to social learning theories because it too involves the integration of technology and invites the students to work together, in order to collaborate ideas and knowledge (Palmer, Peters, & Streetman, 2003). This way of learning provides various learning opportunities to improve students’ understanding of a concept through creating, analyzing, and applying their prior and learned knowledge. Students work together towards a common goal; however, each student is held accountable for their own work, as well.

            Some learning strategies that reflect cooperative or social learning theories are” Think Pair and Share”, “Jigsaw”, “Split-class Discussion”, “Send-a-Problem”, “3-Step Interview”, or by simply the students work in groups according to their ability, interest, friendship, diversities, age, gender, etc (Palmer, at el, 2003). All of these strategies require students to socialize and work collaboratively to share ideas, discuss topics, and solve problems. If implemented effectively, teachers and students will witness the benefits of cooperative learning. These benefits are observed within four categories: social, psychological, academic, and assessment (Palmer, at el, 2003).

           
            “Technology can play a unique and vital role in cooperative and/or social learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Some social networking and collaboration tools I explored this week include, Wikis, Blogs, VoiceThreads, WebQuests, Keypals, and other advanced technologies.

            Overall, students must to value working cooperatively and/or socially in order to learn or work towards a common goal, especially by way of the various technology tools that exist today and in the future. Social learning theories include peer collaboration, problem-base learning and instructions, WebQuests, and other methods that require cooperative learning with others (Kim, 2001).

                                                                                                          Jacquelyn Caliente

References:

Kim, B. (2001). Social constructivism. In M. Orey (ed)., Emerging perspectives on

            learning, teaching, and technology. Retrieved May 22, 2012, from

            http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism.

Palmer, G., Peters, R., & Streetman, R. (2003). Cooperative learning. In M. Orey (Ed.),

            Emerging perspectives on learning, teaching, and technology. Retrieved

            May 22, 2012, 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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*My URL for the VoiceThread I Created:

                     http://www.voicethread.com/share/3149085

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Here are technology tools I found interesting:

http://www.epals.com/

(Collaborative communication tool. FREE and easy to use!)

http://www.internet4classrooms.com/why_webquest.htm

(To create WebQuests)

http://webquest.sdsu.edu/templates/lesson-template1.htm 

(Shows how WebQuests are designed and work)

http://www.Edmodo.com

(online Blog)

https://www.google.com/calendar

(online calendar)

Constructivism in Practice

Constructivism in Practice

            In this week’s resources, we took a look at Project-Based, Problem-Based, and Inquiry-Based Learning/teaching approaches. Project-Based Learning engages students through cooperative explorations (Han and Bhattacharya, 2001). It focuses on creating a final product, and how the students choose, organize, research, and synthesis information (Han and Bhattacharya, 2001). The seven components of Project-Bases Learning are: learner-centered environment, collaboration, curriculum content, authentic tasks, multiple expression modes, emphasis on time management, and innovative assessment. Through our classroom discussion board, Stacy Martinez states, “Problem-Based Learning involves a real-life and realistic problem” (personal communication, May 2012), which students work towards solving. Inquiry-Based Learning is more precisely about finding a solution through carrying our specific steps and strategies.

            These learning approaches correlate with constructionism/constructivism. Constructivism is a theory of knowledge, which states that each student actively constructs his or her own meaning (Laureate Education, Inc., 2011). Constructionism builds on constructivism (Han and Bhattacharya, 2001) and is a theory where students build an external and/or sharable.  Problem-Based Learning is one form of constructionism. PBL includes authentic content, authentic assessments, teacher facilitation, clear goals, shared learning, and reflection with a student-centered learning environment and an emphasis on artifact creation in mind.

            As far as generating and testing hypotheses, we look at six tasks teachers could implement, in order to help students create hypotheses and test them. These six tasks are system analysis, problem solving, historical investigation, invention, experimental inquiry, and decision-making (Pitler, Hubbell, Kuhn, and Malenoski, 2007). This processes directly relates to Project-Based, Problem- Based, and Inquiry-Based learning, without a doubt.  Every element within these methods of learning and instruction are seen throughout the procedures of generating and testing hypotheses.

Jacquelyn Caliente

Here is more on Generating and Testing Hypotheses.

If you visit this page, scroll down to the “Lesson Ideas” and “Technology Tools”.

 I found them interesting and applicable to some of your classrooms.

Maybe you will find the lessons inspiring!

Moreover, visit the site below to play strategic games related to planning and problem solving skills. You will have to click a second link titled, “Generating and Testing Hypotheses in order to find these games and more…

GAMES!

References:

Han, S., and Bhattacharya, K. (2001). Construction, Learning by Design, and Project

            Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching,

            and technology. Retrieved May 21, 2012, from http://projects.coe.uga.edu/epltt/

            Retrieved from http://projects.coe.uga.edu/epltt/index.php?

            title=Constructionism,_Learning_by_Design_and_Project_Based_Learning

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&course 

            av=0&bhcp=1

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

            classroom instruction that works. Alexandria, VA: ASCD.

Cognitivism in Practice

To better understand and apply cues and questions, one must know the connection between the two. Cues are clear reminders or hints about what the students have experienced or are about to experience throughout the lesson. Questions are similar in that they activate students’ prior knowledge, so connections could be made (Pitler, et al., 2007). When these instructional strategies are used along with advanced organizers, students could effectively be actively engaged and build meaningful connections to concepts and prior knowledge. As a result, it is easier for students to recall, use, and organize information about a topic. Whether the lesson at hand calls for taking notes, summarizing, or just understanding a concept, different, if not all, cognitive tools are useful.

                       

Cues, questions, advanced organizers, as well as note taking and summarizing, relate to the principles of cognitive learning theories. Based on an online article, “Definitions of Cognitive Learning”, this type of learning is about enabling people to learn by using their reason, intuition and perception (Smith, 2006).  As a student takes notes, it is their perception and reasoning about the reading material that helps them to highlight the important information. Another online source suggests that cognitive learning is how humans process information (Fritscher, 2011). When teachers provide straightforward cues, higher-ordered questions, in addition to expository, narrative, and graphic advanced organizers, the information is organized in such a way that mimics how one may process and learn information. Cognitive tools, such as concept maps and virtual field trips also assist in building connections between ideas and to background knowledge. Mapping out how one thinks or processes information enhances students’ memories and applications of the knowledge gained; therefore creating more effective lessons.

These instructional strategies have already helped me to enhance my instruction in the classroom. The lessons I have planned for the upcoming week. I planned to differentiate my instruction further by integrating Microsoft Excel into my lesson on probability. The students will be organizing the outcomes on a virtual pair of dice and programming the spreadsheet to calculate the sum of the numbers rolled. Every time the student’s desired sum is rolled, the cell is highlighted in a color of their choice; the students will also be programming the spreadsheet to accomplish this task. Programming the spreadsheet further, it will calculate the experimental probability of their desired sum. As a result, their data will be visually organized and I could begin using cues and questions through our classroom blog to analyze and summarize their obtained statistics. There is much more to this lesson that has already been accomplished.

           

Because I have recently researched additional effective instructional strategies in short, these summarizing and advancing organizing techniques have already enhanced my lesson on probability. For next year, I will plan further to create a lesson that allows students to complete a concept map illustrating the differences between Theoretical and Experimental Probability and even how these two types of probabilities could relate to each other.

In short, utilizing various cognitive tools along with differentiated teaching strategies, such as cues, questions, advanced strategies, note taking, and summarizing , could trigger assist students in focusing and enhancing their learning experiences.

Jacquelyn Caleinte

Here is a site that I absolutely love!:

Instructional Strategies Online

References:

Fritscher, L. (April 12, 2011). “Cognitive theory”. New York Times. Retrieved from

            http://phobias.about.com/od/glossary/g/cognitivethedef.htm.

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

            classroom instruction that works. Alexandria, VA: ASCD.

Smith, M. (May 2012). “Definition of Cognitive Learning”. Ezine Articles. Retrieved

            from http://ezinearticles.com/?Definition-of-Cognitive-Learning&id=365039. 

Instructional Strategies

Displaying Principles of Behaviorist Learning Theories

According to a behaviorist perspective on learning, a response to an external stimulus is how a learner obtains behaviors, skills, and knowledge (Lever-Duffy and McDonald, 2008). Positive and negative reinforcements, punishments, extinctions, and behaviors modifications are associated with this stimulus-response way of learning. This principle of behaviorist learning theory is evident in modern-day classroom. Instructional strategies used by the teachers, administrators, and other teaching professionals include operant conditioning, in order to encourage expected behaviors and diminish behaviors, which are less desirable (Strandridge, 2002). As described by Dr. Michael Oreg (Laureate Education, Inc., 2012) in the video, “Behaviorist Learning Theory,” programmed instruction is practiced within the classroom, as well, through online learning.

 In the beginning of each year, teachers and administrators set rules and expectations for all students to follow and abide by. Included with these guidelines are always reinforcements and punishments, which are enforced following a certain behavior. In my own classroom, students are introduced to the classroom behavior and work expectations. If a particular student follows the directions of the classroom and school, they are rewarded with positive and negative reinforcements, such as a positive progress report or exemptions from exams. Unruly or misbehaved students will receive punishments, for example lunch detention or a negative phone call/letter home. These rules are implemented so that the learning environment is effective, and classroom management is set into place. This behaviorist way of thinking assures student success in learning and behaviors in and out of the classroom. It is known that students are eager to please and, deep down inside, they all want to behave in such ways that bring positive feeling.

More often then not, reinforcements and punishments train the students in certain life skills in the social and working world. They practice and understand the difference between behaviors, which are acceptable and those, which are unacceptable.  Currently, our district has put into place, an attendance policy for the school year. Students who exceed 16 unexcused absences must make up their lost days by attending a two-week summer program in July. This is not meant to set a negative tone to the environment, but to teach the students that attendance matters in school; therefore, creating a habit for the work-world ahead. Recently, a student of mine as informed that he will be left back for next year because of his failing classes. This student was devastated even though he was warned several times of this consequence if he did not pull his grades up. Needless to say, after speaking with the student, he indicated that he learned his lesson and understands that his actions, or lack thereof, were unacceptable. This is a classic example of how negative consequences could redirect or correct a student’s undesirable behavior.

During teaching instruction, these same behaviorist-learning theories are practiced. The teacher models or chooses a student to model expectations during a lesson or even within the lesson itself. Showing the students how to organize their work or how to use certain procedures to complete their work is modeling. The teacher is creating a tutorial for the students to follow. In turn, the students who follow this model will be rewarded with praise, smiles, good grades, and higher self-esteem; hence the response. On the other hand, students who do now follow the model without creating a successful one of their own will be replied with a “punishment”. This may include a bad grade, negative responses, or other disapproving consequences.

I could not express enough how many times I use the principles of the behaviorist learning theory in my classroom. It works indefinitely and is effective in all aspects of teaching and learning within the classroom and outside of the classroom. Sometimes good comes out of your actions, and other times, bad comes out of your actions. Either way, we learn from our successes and from our mistakes. It is a natural process.

Jacquelyn Caliente

An Empowering and inspiring video:

Inspiring Video

This video talks about Behaviorist Learning Theory Effects in the Classroom: (a bit monotone, but worth the 5 minutes of your time!)

Behaviorist Learning Theory in the Classroom

Click here to play fun games, which implements a trial-and-error strategy of learning:

Design a Catapult

Design a Machine

Resources:

Laureate Education, Inc. (Producer). (2012). Behaviorist learning theory [video webcast].

            Bridging learning, instruction, and technology. Retrieved May 8, 2012 from

            https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&

            rl=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse

            26id%3D_550904_1%26url%3D

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

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

Strandridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on

            learning, teaching, and technology. Retrieved May 8, 2012 from

            http://projects.coe.uga.edu/epltt