Final Update and Course Reflection

At the beginning of this course, I developed two distinct GAME plans that would help me to meet NETS-T technology standards. My first goal centered around my development of an authentic learning experience that I created for this class. My second goal was devoted to my joining of the Professional Development Committee at my school and all of the outcomes of participation in this. Because of the time frame of this course, I was unable to completely finish taking action on either of my goals. However, progress was made toward each of them.

                For my first goal, the development of the “Weather-Wise” authentic learning experience, I was able to create most of the necessary components. During the past weeks, I created five client profiles, explaining their specific vacation requests. I also developed the project explanation flipchart and the rubric that I will use to assess my students’ work. At this point, I only need to finish creating the custom Google search engine that my students will need to use in order to conduct their research. Once this has been completed, my lesson will be ready for implementation. I plan to put this into action later this fall, once my students have reached their unit on meteorology in science. At this point, I do not see any alterations that need to be made to my GAME plan, and I hope to continue moving through the action, monitoring, and evaluation steps.

                My second goal centered on me joining my school’s Professional Development Committee. Over the past two months, I have applied for and been appointed to this committee. I have also attended a summer planning meeting with my co-committee members. At this meeting, we discussed our goals for the upcoming year, including conducting a technology survey, attending a workshop on global collaboration, and piloting an “online classroom” platform. In my GAME plan, I specified that I would be creating an online portfolio throughout my participation on this committee. At this point, I have only gotten so far as to create a folder in which I have saved various documents, links, and resources related to the topics mentioned at our meeting. At this point, I would like to edit my GAME plan for this standard and specify that my new goal is to take the time to create this digital portfolio. I do not want too much time to pass before I organize these resources in a manner that makes them usable.

                Overall, I have enjoyed using the GAME plan to set goals, actions, and plans for monitoring and evaluating my progress. This has been especially helpful because it has taken the act of setting goals a step further than I normally would have done. In planning ahead and making considerations about the actions I will take to meet a goal, the ways I will monitor my progress, and the methods I will use to evaluate myself, I feel as though I set myself up for success. Formulating a goal is easy. However, I have seen within this activity that it is in the defining of the last three components that has the greatest impact for a successful outcome.  This is a concept that I intend to carry into my future instructional practices. I also hope to incorporate this type of planning into my students’ educational experiences. I believe that in creating a GAME plan, a student will develop a realistic, attainable strategy for meeting goals. Ultimately, this is a lesson that can serve my students well beyond my classroom, and it can lead to their development of an approach that can assist them in meeting their goals lifelong.

                Within this course, I was given an opportunity to develop a technology-rich mini unit for my science content area. I look forward to implementing it in my classroom this fall. As a content area teacher, I have always felt it was important to incorporate technology into my instruction. In fact, this is what led me to entering the Walden program. The new school year begins in just a few short weeks, and as it does, I hope to take some of the ideas that I garnered in this class and implement them into my classroom.

I enjoyed learning more about problem-based learning, and I now understand how it, specifically, can be implemented into a content area. The act of creating a lesson that did just that took a bit of the mystery out of the process, and it helped me to internalize the difference between problem-based learning and project-based learning, a confusion with which I admittedly entered this class. As an avid user of social networking, it was interesting to consider its applications within the classroom setting. I look forward to incorporating wikis more into my instruction. Finally, in learning about digital storytelling, I was introduced to a powerful alternative to the typical Powerpoint presentation. I plan to edit a few of my lesson in which students normally would have used Powerpoint, or some other presentation software, in order to present what they have learned. This year, I would like to have students create digital stories to help show their understanding of content and incorporate various forms of media. According to Cennamo, Ross, and Ertmer (2009), “…both educators and business and industry leaders have increasingly stressed the importance of developing students’ creative and critical thinking skills” (p. 23). Implementation of the GAME plan strategy, problem-based learning, social networking, and digital storytelling into a content area classroom will certainly help any student to develop their creative and critical thinking skills and prepare them for their futures.

 

References:

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

GAME Plan Progress Update 2

With this week’s focus on assessments, I decided to concentrate my actions on creating an appropriate assessment for my first GAME plan goal. In this first goal, I aim to create an authentic learning experience for my students. They will be put into groups representing the Weather-Wise Travel Agency. Within the project, groups will be given a client for whom they need to design a vacation package. Their client will make requests as to the time of year they want to vacation (spring, summer, fall, winter), the type of location that they visit (city, beach, mountain, desert, etc.), and the type of weather they hope to experience on their trip (hot and sunny, windy, rainy, cold and snowy, etc.). Student groups will research their clients’ wishes and make a recommendation for their trip in the form of a group travel brochure and presentation. Within these presentations, groups must share their clients’ requests and explain the rationale for why they selected the particular vacation site. Because this problem-based activity presents many challenges for grading, I have decided that a rubric will be the best way to assess learning.

Rubrics are a helpful type of assessment because they allow a teacher to assess student work without subjectivity, and they provide an opportunity for the teacher to share feedback with the student (Cennamo, Ross, & Ertmer, 2009). According to Cennamo et al. (2009), “Rubrics are framed by some type of scale, but the degrees of the scale are clearly described or defined to demonstrate different levels of quality” (p. 155). Brookhart (1999) explains, “Your rubric should relate to the standards or learning goals for the activity, lesson, or project and the descriptions should clearly describe the levels of performance rather than subjective judgements” (as cited in Cennamo, et al., 2009, p. 155). Below you can find the rubric that I have created for use within this authentic learning experience.

 

	4	3	2	1
Client’s wishes	All of client’s wishes are clearly defined.	Most of client’s wishes are clearly defined.	Client’s wishes are not clearly defined.	Client’s wishes are not defined.
Vacation Site	Vacation site is identified and vividly described.	Vacation site is identified and described.	Vacation site is identified.	Vacation site is not identified or described.
Rationale	Rationale for vacation site selection is clearly described and based upon evidence found in research.	Rationale for vacation site selection is described and loosely based upon evidence found in research.	Rationale for vacation site selection is clearly described.	Rationale for vacation site selection is not described.
Understanding of Content	Rationale demonstrates clear understanding of the content (weather patterns).	Rationale demonstrates understanding of the content (weather patterns). While no inaccuracies are made, understanding is not clearly demonstrated.	Rationale demonstrates some understanding of the content (weather patterns). Some inaccuracies are made in rationale.	Rationale does not demonstrate an understanding of the content (weather patterns).
Brochure	Brochure is visually appealing with no errors in grammar or spelling. All project requirements are present.	Brochure may or may not be visually appealing with very few (1-2) errors in grammar or spelling. All project requirements are present.	Brochure is not visually appealing or has many errors in grammar or spelling. One project requirement is missing.	Brochure is not visually appealing and has many errors in grammar or spelling. More than one project requirement is missing.
Sources	All sources are listed in appropriate format.	All sources are listed. There are few (1-3) errors in format.	Not all sources are listed OR many (4+) errors exist in format.	Sources are not listed OR format is inaccurate.
Presentation	All presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation shows signs that it has been rehearsed.	Most presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation shows signs that it has been rehearsed.	Few presenters demonstrate good speaking skills (eye contact, volume, etc.). Presentation may or may not show signs that it has been rehearsed.	Presenters do not demonstrate good speaking skills (eye contact, volume, etc.). Presentation has not been rehearsed.

 

             As I work my way through my GAME plans, I have experienced a few difficulties in finding resources. This challenge has arisen in the area of finding appropriate websites for my students to utilize during the research portion of the Weather-Wise Travel Agency lesson. I am able to find many sources detailing the weather patterns found in various locations around the globe. However, it has been challenging to amass a large selection of possibilities that are appropriately geared toward my students’ age level (fifth grade). As I attempted to find these resources, I did make one revision to my lesson plan. Instead of focusing strictly on the study of climate, I realized that it is more accurate, and easier to understand, if my students use common weather patterns to help them select their vacation sites. I have learned that using a GAME plan to identify my goals, actions, monitoring, and evaluations has helped me to efficiently work toward solving my goals. At this point, I still have much to complete in order to meet both goals. However, with my GAME plan as a guide, completion is certainly attainable.

 

 

References:
Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

GAME Plan Progress Update

In completing this week’s learning resources and reading this blog prompt, I can see that my personal GAME plans are going to be challenging to work through completely during the duration of this course. However, I will be able to make progress in setting my goals and taking action upon them. My first goal, aiming to meet NETS-T indicator 2.a., is to develop the authentic learning experience that I brainstormed during week one of this course. As a second component to this goal, I would like to use the lesson within my science class this fall. However, since school is not currently in session, I will postpone that portion of my GAME plan for now. At this point, I have not yet begun to take action on meeting this first goal. My focus was centered more upon my second goal over the past week.

In order to take action upon this first goal, I need to access the instructional materials that I plan to use during my instruction of this unit. This will require me to log into my school’s digital folder system through the remote desktop and to go into my classroom to retrieve the hard copy versions of some of my other resources. I need to do this to ensure that my lesson fits within the scope of the curriculum I will be covering prior to the lesson, and so that I can be certain the lesson is appropriately challenging for my fifth grade students. As Rose and Meyer (2002) assert, “Universal design for learning suggests that teachers can remove barriers to learning by providing flexibility in terms of options for materials, methods, and assessments” (as cited in Cennamo, Ross, & Ertmer, 2009, p. 116-117). One way that this flexibility can be afforded is by presenting the information to my students at a variety of reading levels. Instead of setting my students free to research anywhere on the internet, I will create and have my students use a custom Google search engine. Therefore, I will be able to remove some of the reading barriers an open internet search would provide to my lower readers, and I can still challenge my gifted students and higher readers with articles and information at their levels. If any readers of this blog happen to know of some grade five appropriate website examples on climate, I will gladly take the suggestions!

               My second goal sets out to meet NETS-T standard 5.b., and in order to exhibit leadership within the area of technology infusion, I need to join my school’s professional development committee. For this goal, I have already begun to take action. Over the past week, I contacted the professional development committee chairperson and expressed my interest in joining the committee. I wrote a paragraph rationale explaining why I wanted to join the committee and how I thought I would be able to make a positive impact on the school climate by taking part in it. I then emailed this explanation to the chairperson and the teacher’s association president, who then appointed me to the committee. Finally, I made an alteration to a planned event that I had for Friday, August 2, 2013, so that I am now able to attend the summer planning meeting for the committee.

               While this goal will certainly help me to meet the NETS-T indicator, it does not require me to create or teach a specific lesson. Therefore, I have no need to gather resources to meet this goal; the resources will be provided to me in the form of in-services, trainings, and opportunities to pilot new forms of technology through the Board of Education. I am especially looking forward to the piloting opportunities, and I hope to have the opportunity to try out new devices and programs that can be used as assistive technology. As Dr. John Ross explained in this week’s learning resources, it is imperative that teachers know how to use the assistive technology they have available before expecting students to use it (Laureate Education, Inc., 2009). This is a new portion of my goal that came about as a result of learning more about assistive technology through reading and viewing this week’s video segments.

 

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

 

Laureate Education, Inc. (Producer). (2009). Meeting Students Needs with Technology, Part 2. [Video webcast]. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Flauncher%3Ftype%3DCourse%26id%3D_3399044_1%26url%3D

GAME Plan for Meeting NETS-T Indicators

It is important today for teachers along with their students to be efficient self-directed learners. An educator that is a lifelong self-directed leaner will “be able to respond to the rapid and continuous technological changes that inevitably will occur during your professional career, keep your skills up-to-date, and better meet the needs of your students today and in the future” (Cennamo, Ross, & Ertmer, 2009, p.7). One way that individuals can become more proficient at self-directed learning is by utilizing the GAME plan (Cennamo, et al., 2009). In the GAME plan, a teacher or student sets goals, plans and takes action, monitors their learning, and evaluates their progress toward meeting their goals (Cennamo, et al., 2009). The following is my GAME plan for increasing my proficiency and strengthening my confidence in my ability to meet two of the National Teacher Education Standards for Teachers, or NETS-T.

Indicator One: NETS-T 2.a: Design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (NETS for Teachers, 2012).

G(goals)

My goal is to formally develop the authentic learning experience which I brainstormed for my application last week and use it in my science classroom.

A(action)

In order to meet this goal, I will create all of the necessary components of a lesson entitled Weather-Wise Travel Agency. In this lesson, students will be placed into cooperative groups in which they will conduct research, analyze data, and draw conclusions in order to decide an appropriate vacation destination based upon their client’s requests. Groups will utilize information gathered from the internet and their knowledge of climate trends to solve their problem. Specifically, I will create at least five different client profiles, each with different requests as to the time of year, location type, and hopes for projected weather. I will also create a project explanation presentation and handout explaining the guidelines for the project. Finally, I will create the rubric which will be used to assess student group performance on the project.

The second segment of my action plan will be to conduct the lesson in my classroom. During my unit on meteorology, the project will be explained, students will be put into groups, client requests will be distributed, and students will begin working to solve their problems. I will act as a facilitator during this portion, moving from group to group to provide assistance and clarification where necessary.

M(monitor)

As I monitor progress, I will look to see if there are any additional components to the project preparation that were not included in my action plan. Anything needing to be edited or added to the project will be done. As students work on the project, I will record observations as to how the project is running and how well my students are able to meet the expectations. I will use my observations to further refine the project for the future.

E(evaluate and extend)

As my goal is to create a learning experience using digital tools which promotes student learning and creativity, I will be looking to see if this lesson is an example of an authentic learning experience. I will be evaluating it based upon the characteristics of authentic learning. This includes learning that is autonomous, active, holistic, complex, and challenging (Cennamo, et al., 2009). This goal will be extended by reflecting upon the lesson and making any necessary changes to it for the future. I will also be able to extend this goal by using it as a model for additional lessons that I create for my science content.

Indicator Two:

5.b: Exhibit leadership by demonstrating a vision of technology infusion, participating in shared decision making and community building, and developing the leadership and technology skills of others (NETS for Teachers, 2012).

G(goals)

My goal is to become a member of my school’s professional development committee. As a member of this committee, I will play an integral role in guiding technology integration within my school, especially as that is the specific focus for the next school year. I will work with the curriculum coordinator and other colleagues to attend professional development on various innovative technology resources, gather input from staff members, coordinate and lead trainings for staff members on the school’s existing technology, and take part in a professional learning community on this topic. I will also pilot the new technological resources being considered by my Board of Education.

A(action)

In order to meet these goals, I must first be appointed to the committee. With the promotion of one committee member to an administrative capacity and another member leaving for a maternity leave, there are open slots on this committee. I will first email my interest to the committee leader and become a member. Then, I will participate in the summer planning meeting scheduled for the end of August. At this meeting, I will learn the specific time commitments required of me, and I will meet these commitments as the school year goes on. I will participate in all of the areas of the committee that were mentioned in my goal.

M(monitor)

In order to monitor my progress, I will create a professional development portfolio. This portfolio will allow me to “collect and reflect on artifacts that document professional growth” (Cennamo et al., 2009, p. 13). I will include supporting documents and artifacts, digital and print, for the different facets of technology integration that we discuss and evaluate. I will also record my observations on the experience as part of this portfolio.

E(evaluate and extend)

In order to evaluate my effectiveness of meeting my goals, I will look back through my portfolio. I will look to see if I was able to join the committee, participate in the various professional development opportunities, take part in the professional learning community, and pilot new resources for my colleagues. I will be able to decide how to extend my goal through reflecting on its completion. I will use my evaluation of my ability to meet the NETS-T indicator to decide if I need continued growth or if there are any aspects in which further learning interests me.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. Belmont, CA: Wadsworth, Cengage Learning.

NETS for teachers. (2012). Retrieved from http://www.iste.org/standards/nets-for-teachers

Website Evaluation Jing

Today, I created a jing modeling how to evaluate a website using Alan November's REAL model (November, 2008). The website I evaluated was the Save the Northwest Tree Octopus site. The jing has been broken into two parts, so please view both. Enjoy!

Jing Part One:

Narducci_treeoctopus_part1


Jing Part Two:

Narducci_treeoctopus_part2


References:
November, A. (2008). Web literacy for educators. Thousand Oaks, CA: Corwin Press.

A Reflection on Bridging Learning Theory, Instruction, and Technology

Reading back over the “Personal Theory of Learning” I developed during week one of this course, I can see that my fundamental beliefs remain the same. I still believe that students learn best through a hybrid combination of the different established theories of learning, especially the cognitive, constructivist, and social learning theories. I still do believe that there is a mental process that must take place in order for connections to be made between new ideas and those already established in one’s understandings. Likewise, I maintain that the communication and collaboration components of the social learning theory play an integral role in an individual’s learning experience. While my beliefs did not change drastically, my general understanding of each of the learning theories has certainly deepened. Instead of only knowing about these theories through the observations made in my classroom and personal learning experiences, I can now identify elements of them in the effective instructional practices used in my classroom. For example, it is now clear to me how the art of summarizing utilizes principles from the cognitivist learning theory, and cooperative group activities support the ideas behind the social learning theory.

An immediate adjustment that I will make to my instructional practice is that I will cultivate the use of educational technology as a learning tool more so than as an informational tool. I can now see that I am guilty, as an educator, of monopolizing the use of technology in my classroom. While educational technology may always play a role in my daily lesson plans, it is disproportionately used as an instructional tool. I would like to make my lessons more student-focused, and I would like to create lessons where students have more of an opportunity to use technology as a learning tool. Two tools that I am especially interested in utilizing in my classroom are VoiceThread and webquests. Both of these tools support the constructivist theory of learning. In each activity, students, or student groups, are required to create an artifact or solve a problem to show their learning. Both activities also embody elements of the social learning theory as they encourage cooperative learning. I am excited to expand my use of VoiceThread and webquests with my students. The practice and opportunity to create useful applications for these tools within our coursework has prepared me to use them in my class.

Looking at my classroom in its current state, I am able to identify two areas that I would like to improve or maintain over the long term. The first goal is to make my classroom into a more student-centered environment, where my students regularly utilize educational technology to construct artifacts, solve problems, and show their learning. The utilization of the resources presented in this course will help me to solve this goal. Incorporating tools such as webquests, advance organizers, VoiceThreads, Power Points, Prezis, concept mapping, wikis, and blogs will provide my students with opportunities to become proficient users of these types of tools. I can work toward this goal by starting small and adding one technology-based, student-focused activity per marking period. I can continue to make additions until I have at least one activity per unit of learning in my curriculum. The second goal that I endeavor to meet is to make my classroom into a place where new ideas and technologies are welcome. Many of my current students will be responsible for using technologies that have yet to be invented when they embark on their career paths. I need to foster an environment where it is permitted, and even encouraged, to experiment with new media and technology. By opening up my plans to the inclusion of new ideas, and staying abreast of innovative resources through learning communities and technological blogs, my classroom will be a place where students can prepare for their futures.

 

Social Learning in Action

            The social learning theories are built upon the premise that children learn best by working with others to create artifacts to show their understanding. As the name implies, a special importance is placed upon the conversations that result from this kind of group work. In “Social Learning Theories,” Dr. Orey explains that the communication that occurs within this type of learning can help to make a concept more concrete and understandable for a child (Laureate Education, Inc., 2011). Another element of social learning that Orey describes is the creation of a social network within a class (Laureate Education, Inc., 2011). One way that teachers can facilitate this type of networking is by providing their students with cooperative learning experiences. In cooperative learning, “students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, Malenoski, 2007, p.139). In a cooperative learning experience, each individual group member’s ability to show understanding is critical to the success of the overall group. Therefore, students work together, and “each individual team member is responsible for learning the material and also for helping the other members of the team learn” (Orey, 2001).

            On last week’s discussion board, based upon the topic of problem-based instruction, I focused on a web quest that I have utilized in my classroom. This web quest requires student groups to act as travel agencies and develop vacation packages to planets in our solar system. While I have already focused on the elements of constructionism present in this web quest, I did not expand upon the social aspects of the activity. Upon grouping students, they each receive a specific job on their team: astronomer, space suit designer, rocket specialist, or travel agent. The group’s goal is to create a complete vacation package that will be accepted by the “investors” who will listen to their presentation. In order to develop this package, each position has its own task-specific research to complete and artifact to create. However, students in each position do not work in isolation. They first “jigsaw” to meet with the other students in the room who share their role. As all of the rocket specialists or travel agents meet together, their conversations are structured so that they discuss the specifics of their assigned responsibilities. Since each child in this group (say, the entire group of spacesuit designers) will later be working with the unique characteristics and elements that are specific to their planet, students are able to utilize this time to brainstorm together about their assigned artifacts. Once each student has a strong grasp of their role, they regroup back with their travel agency partners to plan the specifics of their group presentation and identify the interaction between their jobs and the implications of different characteristics of their planet. Overall, during the web quest, students work with at least two different groupings of classmates to collaborate on alternate aspects of their final projects.

            The example of this web quest shows the connection between cooperative learning and the social learning theories. Cooperative learning is “a teaching strategy which allows students to work together in small groups with individuals of various talents, abilities and backgrounds to accomplish a common goal” (Orey, 2001), and this web quest meets that criteria. The idea that students utilize social skills and teamwork in order to create a final artifact also clearly defines it as an example of social constructionism. In Using Technology with Classroom Instruction that Works, a variety of multimedia, web resources, and communication software are provided as examples of technology-based cooperative learning activities that can be used in a classroom. Key pals, wikis, and Voice Thread are three specific examples of resources that can help to teach students how to collaborate with their peers. The inclusion of this instructional strategy is critical within a classroom because Pitler, Hubbell, Kuhn, and Malenoski (2007) identify that, “to be prepared for the fast-paced, virtual workplace that they will inherit, today’s students need to be able to learn and produce cooperatively” (p. 139). Cooperative learning activities can profoundly help students to develop the skills necessary to be prepared for their futures.

 

            Please visit and comment on my static electricity voice thread in order to see collaboration in action: http://walden.voicethread.com/share/4099120/

 

References:

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

 

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.

 

Constructivism in Practice

The constructivist theory identifies the acquisition of knowledge as a highly personal action. Each individual constructs their own personal meaning as they assimilate or accommodate their experiences into their existing schema (Laureate Education, Inc., 2011). Constructionism, a theory on learning, elaborates upon constructivism and proclaims that people learn best by constructing, or building, artifacts (Laureate Education, Inc., 2011). The acts of generating and testing hypotheses are intrinsically constructivist and constructionist in nature. As a student develops a hypothesis, or an educated guess, they make predictions about cause and effect relationships based upon the schema they already possess. When a student tests a hypothesis, they have an opportunity to witness the actual outcome to their prediction. The result can lead to a confirmation of their beliefs, or it can lead to an altering of their beliefs as they make sense of what they witnessed. For a curious student, this can also lead to the development of a new hypothesis as they consider the consequences of changing a variable within the experiment.  The instructional strategy of generating and testing hypotheses has many applications within a constructivist/constructionist learning environment. The use of problem-based and project-based learning experiences provides one such opportunity.  

As a science teacher, the generation and testing of hypotheses represents a critical component of my curriculum and instruction. The use of experiments and inquiry-based activities are woven into each unit of instruction that I cover. I feel very confident and well-versed in the hands-on application of this instructional strategy. However, I am not as experienced in the use of technology-based programs that facilitate the generating and testing of hypotheses. Pitler, Hubbell, Kuhn, and Malenoski (2007), identify six tasks that can be used in a classroom setting to help students generate and test hypothesis, one of which is systems analysis. “In a systems analysis, students study the parts of a system … and make predictions about what would change if one or more parts… were altered or removed” (Pitler et al., 2007, p. 203). The use of systems analysis helps students to identify patterns and test their hypotheses on large-scale systems, such as the solar system or ecosystem, which would be otherwise impossible to manipulate.

One electronic resource for generating and testing hypotheses within a project-based context is called Astro-venture. This website, provided through NASA, is geared for students in grades five through eight, and is organized so that students show their understanding by designing an artifact, a habitable planet, at the end of the activity. The animated, kid-friendly module first asks students to make predictions on humans’ needs for survival and the characteristics of our solar system that make life possible. It then provides students with training and missions in astronomy, atmospheric science, geology, and biology. During the “missions”, students generate and test hypotheses on different topics, like the chemical composition of our atmosphere and the size of our star. As they manipulate the variables, they are able to watch the animated outcomes and then are prompted to record their observations in a digital journal that is built into the module. When done with each of the missions, students move on to the artifact creation portion where they select the specifications for their own planet. Finally, when fully designed, they can test their planet’s habitability. If it is uninhabitable, they can go back, retest in the missions, and alter their hypothesized planet specifications. I am so excited to have been introduced to Astro-Venture and plan on utilizing it with a group of students during a science enrichment activity period that I run. Making a hypothesis of my own, I predict that they will be completely engaged in the activity, have meaningful learning occur, and enjoy using this website.

References

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 Theories

Cognitivists define learning “as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy & McDonald, 2008, p. 16). This process is outlined by the information-processing model, which provides the basis for the cognitive learning theories. New information is presented to the learner through their sensory registers and moves into their short-term, or working, memory, before processing into storage within their long-term memory (Laureate Education Inc., 2011a).  Cognitive experts have identified different elements of learning that help to move information through the stages of the information processing model. Dual coding and elaboration are two examples of integral parts of this networked model for learning (Laureate Education Inc., 2011a). Connections made between ideas as a result of these two examples help to make it possible for an individual to recall or apply previously learned information.

Cues, questions, and advance organizers are instructional strategies that can be used to strengthen students’ “ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Cues and questions serve to activate connections within the mind’s network and help students to recall related information that they already have stored within their brains. As students encounter new information, advance organizers assist students in focusing and classifying their learning (Pitler, et al., 2007). Teachers have many options when turning to technology in order to support these instructional strategies. When introducing a new topic, a teacher may find it helpful to utilize expository, narrative, or graphic advance organizers to preview and direct student learning (Pitler, et al., 2007). Organizing software, such as Kidspiration, can be used to classify and draw connections between new ideas and students’ prior knowledge. A variety of additional word processing, spreadsheet, organizing and brainstorming, and multimedia resources exist which support the instructional strategies of cues, questions, and advance organizers.

When working with new information, learning deepens as students acquire the capacity to identify the most important components and develop their own personal understanding of the concept. Note taking and summarizing are two instructional strategies that make this possible. In Using Technology With Classroom Instruction that Works, it is explained that these strategies “focus on enhancing students’ ability to synthesize information and distill it into a concise new form” (Pitler, et al., 2007, p. 119). Features on Microsoft Word, along with software like Inspiration and a variety of web resources can be used to explicitly teach students how to summarize and take notes. Groups of students can even collaborate to take notes or summarize a topic on a wiki. Whether done individually, or as part of a group, note taking and summarizing help students by providing a structured format to assist them in processing information.

Different cognitive, or mind, tools can also be used to assist students in processing information that they would not otherwise be able to understand (Laureate Education, Inc., 2011a). Students create concept maps to help organize and link their ideas together visually (Laureate Education, Inc., 2011a).  Creating connections and identifying relationships between pieces of information helps to make learning meaningful. The human brain is limited with the number of pieces of information it can process and store in short-term memory. In this week’s video resource, Dr. Orey explains that the limit extends to seven, plus or minus two, pieces of information at a given time (Laureate Education Inc., 2011a). During concept mapping, a student classifies information and develops connections between ideas, thereby working to move information from short-term to long-term memory. According to Novak and Canas, concept mapping “serves as a kind of template or scaffold to help to organize knowledge and structure it, even though the structure must be built up piece by piece with small units of interacting concept and propositional frameworks” (2008, p. 7).

Meaningful learning also occurs as students go through rich experiences. These episodic memories can serve as foundations with which related new information can be connected (Laureate Education Inc., 2011b). Engaging students in virtual field trips provides them with episodic memories for content with which they may not have had any other prior experience. It gives them an opportunity to connect content to the sights and sounds that entered their sensory registers and were moved into short and long-term memory during the experience. This type of activity also makes sites and locations  accessible that would not have ordinarily been so because of time, distance, and financial constraints.

The cognitive learning theories, and the information processing model on which they are based, can be supported with a variety of instructional strategies and cognitive tools. Cues, questions, and advance organizers activate prior knowledge and focus learning, while note taking and summarizing help students to synthesize information. Cognitive tools like concept mapping and the use of virtual field trips help students to link ideas into a networked model of understanding.

 

References

Laureate Education, Inc. (Producer). (2011a). 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). (2011b). Program six: Spotlight on technology: Virtual field trips [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

Lever-Duffy, J., & McDonald, J. (2008). Teaching and learning with technology (3^rd ed. pp. 2-35). Boston: Pearson Education.

Novak, J.D., & Canas, 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

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

Behaviorism in Practice

In the field of education, the ultimate goal is for students to learn new ideas and concepts. For many years, experts have conducted research and theorized different ideas on how students garner this fresh information. One theory, the behaviorist learning theory, explains that learning manifests with an observable change in behavior (Smith, 1999). Furthermore,”Behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2001). Elements of the behaviorist learning theory, namely positive and negative reinforcements, punishments, and extinction are readily applied as part of classroom management plans. However, this is not the only application for the learning theory in classrooms of today. This week’s learning resources also helped to identify the connections between behaviorism and the instructional strategies of reinforcing effort and homework and practice.

According to Using Technology with Classroom Instruction that Works, “reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Pitler, Hubbell, Kuhn, and Malenoski (2001) suggest that students should be given instruction on the important role their effort can play on their academic success, and that students should record and track the correlation between their effort and achievement levels. This instructional strategy supports behaviorist principles because it helps students to develop and strengthen their awareness of this relationship. Using a rubric, spreadsheet, or online data collector to record this information assists students in visualizing the correlation between the specific actions or behaviors that lead to positive outcomes. According to Parkay and Hass (2000), “the desired response must be rewarded in order for learning to take place” (as cited in Orey, 2001). In the case of using a rubric, the desired response is rewarded with a high score.

While this strategy could be very powerful for students who thoughtfully assess themselves, the relationship would be flawed for any students who inaccurately rate themselves. Therefore, teacher-completed rubrics should also be used to show the connection between effort and achievement. As a fifth grade teacher, I find it critical to read an entire rubric with my students before setting them loose to begin work. While incredibly time-consuming and tedious, reading each rubric box, and identifying the differences between the point values, highlights the specific expectations and encourages many students to put in an appropriate amount of effort. If you are in need of a highly task-specific rubric, one can easily be made in a Microsoft Word chart or Microsoft Excel spreadsheet. Another reliable resource for rubric creation is Rubistar. This website also includes a large variety of premade rubrics that can be used as-is or adapted to your specific assignment. Finally, the Easy Assessment application can be used on iPads, iPhones, or iPods to create rubrics and assess student work. While you have to pay to use this app ($1.99), it also allows you to attach video or photographic evidence to support and strengthen your assessment. You can also upload class lists and export completed rubrics via Dropbox or email.

Another instructional strategy that supports the behaviorist learning theory is that of homework and practice. “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). As part of the behaviorist learning theory, Smith (1999) asserts that, in order for learning to take place, students must frequently practice skills in a variety of contexts. While time for practice is usually given during school hours, homework is also often given as a continuation of that practice outside of the classroom. As the world becomes more connected, homework increasingly requires access to a web resource.  Many textbook series now contain a web component that can be used to assign homework online. My school purchased our language arts series, Reading Street, with student subscriptions to Pearson SuccessNet, which I can use to assign homework. In fact, I can also use SuccessNet to assign homework to my science students through our school’s online-only subscription to the Scott Foresman Science series. Since I do not actually have the science text to use in class, I also supplement my teaching with videos, animations, and content from Discovery Education and Brainpop, both of which can be used to assign homework.

In addition to using web resources for homework, online educational games can be used to provide repetition and practice of skills. “Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 195). My school utilizes Study Island to provide practice, repetition, and remediation of standards-based skills within the context of online games. I have also had great success utilizing online games to aid in the learning of typing. Freetypinggame.net is one website that my students like to frequent. The gaming element brings out their competitive natures, and they are able to practice their typing skills while trying to improve upon their own personal best scores. Online games also help to erase the tediousness of repetition while adding some fun to skills practice.

Although the behaviorism may no longer be at the forefront learning theories, its principles can still be effectively applied in some areas of today’s classrooms. Many classroom management plans incorporate aspects of positive and negative reinforcements and punishments. Strengthening the relationship between effort and achievement and repetitive practice and homework are also instructional strategies grounded in behaviorism that still have an important role in the field of education.

 

References:

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.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm