Instructional strategies described in this week’s resources included the use of rubrics, grouping, and discussions to produce a more constructionism assignment. "Constructionism supports the constructivist viewpoint-that the learner is an active builder of knowledge (Orey, 2001)." The benefit of the use of constructionism is the ability to allow students to make a more personal and therefore lasting artifact of learning. Everyone can remember that object that we made in art class, or the science project that we had to be creative with to get that good grade. Constructionism encourages the lessons that we introduce to our students involve a project-based culmination.
PowerPoint was mentioned often. The benefits of such a tool when trying to deliver a constructionism approach is the ability to create, present, and research information. There is the option to add music, pictures, and personal embellishments. I think that I have always used this tool because it offers so much flexibility that each year I am surprised at how my students use it.
References
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved January 26, 2011, from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Wednesday, January 26, 2011
Wednesday, January 19, 2011
Cognitive Technology
In an effort to continue my quest for more technologically savvy educational tools that can be used to strengthen my lessons, I also focused on the theory of cognitive learning. Cognitive learning theory involves the way in which we learn information. Could technology be used to help students process information? There were two types of instructional strategies that I investigated to discover this answer: Cues, questions, and advanced organizers and the use of summarizing and note taking.
When using cues, questions, and advanced organizers, I have been re-introduced to tools that, ". . . help them classify and make sense of the content they'll encounter (Pitler, Hubbell, Kuhn, & Malenoski, 2007)." An advanced organizer that I plan to use is the online tool Webspiration. With this tool, I can either create a visual organizer to help gather and build background knowledge or allow my students to use it as a research model. Essential questions can be added to keep my students focused on the overall understanding. Cues can be used to support my students growth. The ability to add pictures and symbols to this organizer also makes this tool very helpful for my students with low reading and writing levels. I have no doubt that using cues, questions, and advanced organizers will improve my students' overall understanding of new topics. Supported by technology, my students will really make gains.
Yet, I can also use summarizing and note taking to help my students improve their cognitive learning. When summarizing information that students acquire, it would be a mistake not to plan to use the Track Changes and AutoSummarizing features found in Microsoft Word. Even students that cannot access the internet from home can use these features at home when practicing summarizing. And because my purpose is always to teach for understanding, I would make sure that students utilize these features for both creation and a review. Just as impressive, the Webspiration tools, Wikis, and blogs could be used to help students review their notes. What better way to allow students to use the information that they have just acquired than to prepare them for others to read and understand?
Ultimately, I realize I have only touched the surface with ideas to use technology to improve my students' cognitive learning. As I continue to experiment, I think my students are growing because I am willing to try new and innovative ideas for improving learning. My students are now part of the process when choosing how to best prepare them for tomorrow's careers. I can just imagine the new ideas they could bring to my lessons.
References
When using cues, questions, and advanced organizers, I have been re-introduced to tools that, ". . . help them classify and make sense of the content they'll encounter (Pitler, Hubbell, Kuhn, & Malenoski, 2007)." An advanced organizer that I plan to use is the online tool Webspiration. With this tool, I can either create a visual organizer to help gather and build background knowledge or allow my students to use it as a research model. Essential questions can be added to keep my students focused on the overall understanding. Cues can be used to support my students growth. The ability to add pictures and symbols to this organizer also makes this tool very helpful for my students with low reading and writing levels. I have no doubt that using cues, questions, and advanced organizers will improve my students' overall understanding of new topics. Supported by technology, my students will really make gains.
Yet, I can also use summarizing and note taking to help my students improve their cognitive learning. When summarizing information that students acquire, it would be a mistake not to plan to use the Track Changes and AutoSummarizing features found in Microsoft Word. Even students that cannot access the internet from home can use these features at home when practicing summarizing. And because my purpose is always to teach for understanding, I would make sure that students utilize these features for both creation and a review. Just as impressive, the Webspiration tools, Wikis, and blogs could be used to help students review their notes. What better way to allow students to use the information that they have just acquired than to prepare them for others to read and understand?
Ultimately, I realize I have only touched the surface with ideas to use technology to improve my students' cognitive learning. As I continue to experiment, I think my students are growing because I am willing to try new and innovative ideas for improving learning. My students are now part of the process when choosing how to best prepare them for tomorrow's careers. I can just imagine the new ideas they could bring to my lessons.
References
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, January 13, 2011
Behaviorist Theories at Work
To use technology effectively, behaviorist learning theories must play a part in the planning of the lessons. One example is the use of the strategy of reinforcing efforts. Immediate results are a must when trying to use this tool to highlight the benefits of trying. As a middle school teacher, when we are trying to give my students research and writing assignments, I use a program called MY Access! This is a word processing tool that offers writing assistance. With this program, my students can get immediate feedback and scores as well as rewrite their assignment before submitting it to me. I believe this has taken away the apprehension that students feel because they are not sure about their writing skills and they have the opportunity to get the immediate assistance they need. What a great strategy.
Another example of a behaviorist learning strategy is the use of homework and practice. Writing takes practice. It is so hard to get my students to understand that writing is beneficial. Again, I really enjoy working with the program MY Access! Because it seems similar of Microsoft Word, it is easy to use and offers many of the same attractive tools. The benefit that my students receive from this tool is the ability to work on their assignments on the internet. This is a benefit because they can work with their parents, work with other students, or just work for a longer period of time. The strategy of incorporating this tool into either homework extension as well as more practice makes this a valuable tool for everyone.
References
MY Access!
https://www.myaccess.com/myaccess/do/log?m1283995513672=true
Another example of a behaviorist learning strategy is the use of homework and practice. Writing takes practice. It is so hard to get my students to understand that writing is beneficial. Again, I really enjoy working with the program MY Access! Because it seems similar of Microsoft Word, it is easy to use and offers many of the same attractive tools. The benefit that my students receive from this tool is the ability to work on their assignments on the internet. This is a benefit because they can work with their parents, work with other students, or just work for a longer period of time. The strategy of incorporating this tool into either homework extension as well as more practice makes this a valuable tool for everyone.
References
MY Access!
https://www.myaccess.com/myaccess/do/log?m1283995513672=true
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