After reading "Generating and Testing Hypotheses" in Using Technology with Classroom Instruction that Works, I found that the strategy is very much related to constructivist/ constructionist learning theories. This is because by having students make their own hypotheses about a topic and test those hypotheses, the students are actually involved in creating (constructing) some project that helps them to test their hypotheses. By constructing some method of testing their hypotheses, students learn first-hand whether or not their hypothesis is correct. They also construct an understanding of the topic that they are hypothesizing about, which allows them to learn that particular topic.
One specific example that I liked from this chapter was Mrs. Omar's interactive spreadsheet that students used to determine which investment was best. Students were able to put in their own starting values to see which investment choice was best. This was a great way to allow students to test their hypotheses without a lot of tedious calculations. It allowed them to construct their knowledge by seeing how the values changed based on the initial investment made (Pitler, Hubbell, Kuhn, & Malenoski, 2007). By using technology, students are also more likely to get excited about the topic as well.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 26, 2010
Thursday, May 20, 2010
Using Cognitive Tools to Enhance Learning Experiences
After reading in Using Technology with Classroom Instruction that Works about two instructional strategies that embed technology: “Cues, Questions, and Advance Organizers” and “Summarizing and Note Taking,” I have taken the time to reflect on how they relate to the cognitive learning theories that I have also been studying this week.
In the chapter called "Cues, Questions, and Advance Organizers," I found that many of the recommendations that were made in the chapter are all great tools to use that relate back to the cognitive learning theories. For example, in the text, the authors talk about "teach[ing] students how to use graphic advance organizers" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 74). Advance graphic organizers are a great way to use the cognitive learning theories in the classroom. They help students to make connections through dual coding and elaboration, two of the theories that Dr. Orey discussed in his video on Cognitive Learning Theory (Laureate Education, Inc., 2008).
In the chapter called "Summarizing and Note Taking," I also found that the recommendations made by the authors were very much strategies that can be used in the classroom to align with the cognitive learning theories. I particularly like how the authors state that "the classroom recommendations for note taking include using a variety of note-taking formats and giving students teacher-prepared notes" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 128). I agree that students need variety in they types of instructions that they receive to help them stay interested and excited about learning. I feel that this definitely falls into the category of cognitive learning theories since it has students making connections in ways that they might not make them otherwise. In the cognitive learning theory, the connections made in the brain are the primary way that learning takes place, so making those connections in many different ways is vital to the learning process.
Sally Moore
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
In the chapter called "Cues, Questions, and Advance Organizers," I found that many of the recommendations that were made in the chapter are all great tools to use that relate back to the cognitive learning theories. For example, in the text, the authors talk about "teach[ing] students how to use graphic advance organizers" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 74). Advance graphic organizers are a great way to use the cognitive learning theories in the classroom. They help students to make connections through dual coding and elaboration, two of the theories that Dr. Orey discussed in his video on Cognitive Learning Theory (Laureate Education, Inc., 2008).
In the chapter called "Summarizing and Note Taking," I also found that the recommendations made by the authors were very much strategies that can be used in the classroom to align with the cognitive learning theories. I particularly like how the authors state that "the classroom recommendations for note taking include using a variety of note-taking formats and giving students teacher-prepared notes" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 128). I agree that students need variety in they types of instructions that they receive to help them stay interested and excited about learning. I feel that this definitely falls into the category of cognitive learning theories since it has students making connections in ways that they might not make them otherwise. In the cognitive learning theory, the connections made in the brain are the primary way that learning takes place, so making those connections in many different ways is vital to the learning process.
Sally Moore
References
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 12, 2010
Application 2: Behaviorism in Practice
I have recently read about two instructional strategies, "Reinforcing Effort" and "Homework and Practice," from the book Using Technology in Classroom Instruction that Works. Each of the strategies correlate very closely with the principles of behaviorist learning.
The first strategy I studied, "Reinforcing Effort," was all about using rubrics and spreadsheets to compare one's effort to his grades. The correlates with the behaviorism theory because when students see how their effort truly effects their grades, they will change their behavior and begin putting forth more effort to continue to receive the reward of a higher grade. I can see how this could be very helpful at getting students to become more self-motivated when it comes to paying attention in class, completing assignments, and studying outside of the classroom. This is a strategy that I may implement into my high school math classroom next year.
The second strategy that I studies, "Homework and Practice," was about different ways one can use homework and practice effectively. I felt that this strategy also correlated with the behaviorist theory. By having a homework policy in place, students are more likely to complete given assignments and therefore benefiting from the assignments. The grade for completing the homework is the reward. Also, by providing feedback on homework, students will see that the assignment is worth completing since they may actually learn something from it. This is behaviorism since students are working to receive feedback, which is the reward. I use homework very frequently in the classes that I teach. I have a policy in place that counts homework/classwork as a percentage of the student's final grade. I also check and go over homework at the beginning of the next class period so that students can find and correct mistakes that they are making.
The first strategy I studied, "Reinforcing Effort," was all about using rubrics and spreadsheets to compare one's effort to his grades. The correlates with the behaviorism theory because when students see how their effort truly effects their grades, they will change their behavior and begin putting forth more effort to continue to receive the reward of a higher grade. I can see how this could be very helpful at getting students to become more self-motivated when it comes to paying attention in class, completing assignments, and studying outside of the classroom. This is a strategy that I may implement into my high school math classroom next year.
The second strategy that I studies, "Homework and Practice," was about different ways one can use homework and practice effectively. I felt that this strategy also correlated with the behaviorist theory. By having a homework policy in place, students are more likely to complete given assignments and therefore benefiting from the assignments. The grade for completing the homework is the reward. Also, by providing feedback on homework, students will see that the assignment is worth completing since they may actually learn something from it. This is behaviorism since students are working to receive feedback, which is the reward. I use homework very frequently in the classes that I teach. I have a policy in place that counts homework/classwork as a percentage of the student's final grade. I also check and go over homework at the beginning of the next class period so that students can find and correct mistakes that they are making.
Sunday, February 28, 2010
Reflective Essay
In what ways has this course helped you to develop your own technology skills?
This course has helped me to develop my own technology skills by introducing me to different technologies that I can use in my classroom such as blogs, wikis, and podcasts. I also learned different ways that I can effectively integrate these technologies into my classroom.
In what ways can you continue to expand your knowledge of technology integration with the aim of increasing student achievement?
One way that I will continue to expand my knowledge of technology integration with the aim of student achievement will be to continue with the courses required for my master's degree in Integrating Technology in the Classroom. Another way will be to keep up with new and emerging technologies by reading educational journals and blogs on the subject.
Set two long-term goals (within two years) for transforming your classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student achievement. How do you plan to accomplish these goals?
The first goal that I have set for my classroom with respect to integrating technology seamlessly to increase student achievement is to create a class blog where my students will be expected to respond to an entry each week. On the blog I would also like to post class notes with examples so that students who miss class or need extra help could look for assistance. This will increase student achievement because students will be expected to read about the math that they are learning and then respond. My students need practice reading mathematics, and by writing about what they learn, they will reinforce the concepts even more. I hope to accomplish this goal for next school year. To accomplish it, I will take more time to learn about blogs and all of the various ways that they can be used. Once it is in place, I will maintain it by spending time each day as needed to update the blog and read my students' responses.
The second goal that I have for transforming my classroom is to allow my students more time for online learning through websites like usatestprep.com where they will play games, answer drill questions, and practice other various mathematics topics. This will increase student achievement by allowing them time to learn new topics on their own and allowing them to drill on topics that they are having trouble with instant feedback. I will accomplish this goal by signing up to use the computer lab on a weekly basis. I will then spend time researching websites that can be used to increase student achievement in mathematics. Students will be taught how to use and navigate each website at the beginning of the semester. They will rotate websites from week to week after that.
This course has helped me to develop my own technology skills by introducing me to different technologies that I can use in my classroom such as blogs, wikis, and podcasts. I also learned different ways that I can effectively integrate these technologies into my classroom.
In what ways can you continue to expand your knowledge of technology integration with the aim of increasing student achievement?
One way that I will continue to expand my knowledge of technology integration with the aim of student achievement will be to continue with the courses required for my master's degree in Integrating Technology in the Classroom. Another way will be to keep up with new and emerging technologies by reading educational journals and blogs on the subject.
Set two long-term goals (within two years) for transforming your classroom environment into a place where technology is integrated seamlessly to meet instructional goals and increase student achievement. How do you plan to accomplish these goals?
The first goal that I have set for my classroom with respect to integrating technology seamlessly to increase student achievement is to create a class blog where my students will be expected to respond to an entry each week. On the blog I would also like to post class notes with examples so that students who miss class or need extra help could look for assistance. This will increase student achievement because students will be expected to read about the math that they are learning and then respond. My students need practice reading mathematics, and by writing about what they learn, they will reinforce the concepts even more. I hope to accomplish this goal for next school year. To accomplish it, I will take more time to learn about blogs and all of the various ways that they can be used. Once it is in place, I will maintain it by spending time each day as needed to update the blog and read my students' responses.
The second goal that I have for transforming my classroom is to allow my students more time for online learning through websites like usatestprep.com where they will play games, answer drill questions, and practice other various mathematics topics. This will increase student achievement by allowing them time to learn new topics on their own and allowing them to drill on topics that they are having trouble with instant feedback. I will accomplish this goal by signing up to use the computer lab on a weekly basis. I will then spend time researching websites that can be used to increase student achievement in mathematics. Students will be taught how to use and navigate each website at the beginning of the semester. They will rotate websites from week to week after that.
Sunday, February 7, 2010
Technology Podcast
This is a link to a podcast that I created to gauge the amount of technology that my students have access to and use on a daily basis at home and at school. Enjoy!
http://moores.podbean.com/
http://moores.podbean.com/
Wednesday, January 27, 2010
Partnership for 21st Century Skills
I have just had the opportunity to browse the website of P21 (Partnership for 21st Century Skills). The url for the website is http://www.21stcenturyskills.org/. I greatly enjoyed learning about what P21 is all about.
The mission statement for the Partnership for 21st Century Skills is to "Serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders."
I feel that this is something that our schools need in order to prepare our U.S. students with the skills that they need in order to compete in the global workforce. I was a little surprised that this is actually the first I have heard of P21. I was also surprised to see that my home state of South Carolina is not on the list of states that are currently involved in this initiative.
I did not see anything on the site that I disagree with. I feel that what P21 is doing can have some very positive implications for our students. By teaching students by the framework created by P21, I feel that we will be doing a better job of preparing them for the 21st Century workplace and therefore giving them an advantage in an increasingly competitive job market.
The mission statement for the Partnership for 21st Century Skills is to "Serve as a catalyst to position 21st century skills at the center of US K-12 education by building collaborative partnerships among education, business, community and government leaders."
I feel that this is something that our schools need in order to prepare our U.S. students with the skills that they need in order to compete in the global workforce. I was a little surprised that this is actually the first I have heard of P21. I was also surprised to see that my home state of South Carolina is not on the list of states that are currently involved in this initiative.
I did not see anything on the site that I disagree with. I feel that what P21 is doing can have some very positive implications for our students. By teaching students by the framework created by P21, I feel that we will be doing a better job of preparing them for the 21st Century workplace and therefore giving them an advantage in an increasingly competitive job market.
Wednesday, January 13, 2010
Using Blogs in the Classroom
I teach high school math (grades 9-12) in Greenwood, SC. I have never used blogs in my classroom. However, I can see many ways that they could be useful. I hope to begin using a blog during the new semester since I will begin with new students. I think the initial purpose of my blog will be a place to basically "extend" the classroom. I will post entries that reflect on lessons and explain more difficult concepts. I will post links to sites that students can use to help them with homework as well as links to any powerpoints that were used so that students can print their notes if they miss class. I will also post about student achievements in my classroom. As I become more comfortable with using a blog, I hope to extend the purpose of the blog to have students discuss about topics learned in class. Students sometimes have trouble writing about math, but I believe that when they can explain what they are doing in words, they better understand what they are doing. By having students explain concepts and discuss concepts through a blog, I believe that they will gain a deeper understanding of the material.
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