Generating and Testing Hypotheses instructional strategies correlate with the principles of constructionist theories by engaging students with complex questions and problems that enhance their understanding of content. Through complex questions that involve “real world” learning experiences, students become more involved and deepen their learning. Dr. Orey describes constructivism as “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, 2010). This helps students develop a stronger connection, which helps with memory and retention of learning.
Pitler, Hubbell, Kuhn and Malenoski (2007), mention six types of strategies that are associated with generating and testing hypotheses: System Analysis, Problem Solving, Historical Investigation, Invention, Experimental Inquiry, and Decision Making. System Analysis gives purpose and describes how parts interrelate. Problem Solving helps identify goals and obstacles and solutions. Historical Investigation allows students to analyze and seek evidence to determine outcomes. Invention helps identify situations, brainstorm ideas, and revise solutions. Experimental Inquiry is the explaining of results and observations from experiments. Decision Making examines the outcomes and select criteria to determine validity of conclusions.
Technology plays a significant role in constructivism by providing students more time to spend on interpreting data compared to gathering data. According to Pitler, Hubbell, Kuhn and Malenoski (2007), “Interactive spreadsheets help students make informed predictions, collecting data, analyzing data for patterns, and revising their original work” (p.204). Along with quick feedback, students use critical thinking skills to make predictions. Data collection is another technology tool that gives students a way to interpret information. Pitler, Hubbell, Kuhn and Malenoski (2007), describe “data collection tools as resources that enable students to see the bigger picture and recognize patterns” (p. 210). Students that are able to interpret data quickly and accurately have more time to assimilate or accommodate predictions. Technology tools, such as Web Resource, are a good way to engage and motivate students through interactive simulations and games. This tool can strengthen retention and memory by having students access background knowledge and make predictions. Web Resource lets students investigate and create solutions to answer problems.
Constructivist theories help students to gain knowledge through creating and building external artifacts to new ideas. These types of activities help create a deeper meaning and learning experiences that lead to better understand and memory. It also allows the learners to be part of the learning process to help keep students engaged and motivated through the lesson.
References
Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. 204-210 Alexandria, VA: ASCD
Wednesday, May 25, 2011
Wednesday, May 18, 2011
Cognitive Theory
Implementing cognitive learning strategies gives students the ability to understand new material by activating sensory information processing. Dr. Orey (Laureate Education, Inc. 2010) discussed networks of information for long-term memory by three types: declarative, procedural, and episodic. Instructional strategies that correlate with the principles of cognitive learning that embed technology are cues, questions, and advanced organizers”, along with summarizing and note taking”. Each of these two strategies create ways to access memory through sensory input connections. Dr. Orey (Laureate Education, Inc. 2010) talked about elaboration as the “primary mechanism for storing information in long term memory and builds numeral connections.” Both strategies focus on the basis of cognitive learning theory.
Cues, questions, and advanced organizers all focus on enhancing students’ ability to recall, implement and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These tools provide students with a clearer sense of what they are to learn by defining goals and objectives. Through questions we can focus on the most important aspects and create high-level thinking as students’ access prior knowledge to answer questions. Technologies such as word processing, clip art, Inspirations, multimedia, rubrics, and spreadsheets are good uses of this strategy to help students learn. Also helpful are website resources http://video.google.com, http://www.inspirtion.com/, and http://teach-nology.com/web_tools/rubrics/.
Summarizing and note taking enhance students’ ability to synthesize information and transform information into new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This tool develops learning by determining what information is the most important to learn and deletes less important information. Summarizing gives structure to lessons and guides students to minimize confusion. Note taking allows students to review information to make it more meaningful. Instructional strategies include word processing, spreadsheets, wikis, blogs and power point. Helpful websites resources: http://docs.google.com, http://eduscapes.com/tap/topic24c.htm and http://leesummit.k12.mo.us/CITW.htm
Both techniques help strengthen students’ ability to connect information and increase memory. They provide students with meaningful ways to present information and give clear learning goals. Also, they motivate and give learners an authentic learning experience. Cognitive learning theories develop students’ long-term memory and engage students with high-level thinking.
References
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Cues, questions, and advanced organizers all focus on enhancing students’ ability to recall, implement and organize information (Pitler, Hubbell, Kuhn, & Malenoski, 2007). These tools provide students with a clearer sense of what they are to learn by defining goals and objectives. Through questions we can focus on the most important aspects and create high-level thinking as students’ access prior knowledge to answer questions. Technologies such as word processing, clip art, Inspirations, multimedia, rubrics, and spreadsheets are good uses of this strategy to help students learn. Also helpful are website resources http://video.google.com, http://www.inspirtion.com/, and http://teach-nology.com/web_tools/rubrics/.
Summarizing and note taking enhance students’ ability to synthesize information and transform information into new form (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This tool develops learning by determining what information is the most important to learn and deletes less important information. Summarizing gives structure to lessons and guides students to minimize confusion. Note taking allows students to review information to make it more meaningful. Instructional strategies include word processing, spreadsheets, wikis, blogs and power point. Helpful websites resources: http://docs.google.com, http://eduscapes.com/tap/topic24c.htm and http://leesummit.k12.mo.us/CITW.htm
Both techniques help strengthen students’ ability to connect information and increase memory. They provide students with meaningful ways to present information and give clear learning goals. Also, they motivate and give learners an authentic learning experience. Cognitive learning theories develop students’ long-term memory and engage students with high-level thinking.
References
Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Wednesday, May 11, 2011
Behaviorism in Practice
Behaviorism in Practice
Behaviorism learning theory uses operant conditioning to build positive reinforcement to promote desired behavior, and punishment to decrease undesired behavior. McMahon (2009) offers this perspective on B. F. Skinner’s philosophy, which is based on five key principals to fix obstacles to learning, listed as follows:
1. Give the learner immediate feedback.
2. Break down the task into small steps.
3. Repeat the directions as many times as possible.
4. Work from the most simple tasks to the most complex tasks.
5. Give reinforcement.
Two learning theories widely used by behaviorists to shape how students learn is through reinforcing effort and through homework and practice. Research shows that with all teaching methods, success depends on how well students react to stimulus and response, and on associations made with the learner (Standridge, 2002). By satisfying responses we can strengthen the behavior we desire, and suppress those that are undesired.
The first learning theory we will look at is reinforcing effort. Pitler, Hubbell, Kuhn and Malenoski (2007) stress the importance of effort as the biggest factor in achievement. Marzano, Pickering, and Pollock (2001) note that many students do not realize the importance in effort or believe in effort. Through the use of positive reinforcement and recognition, we can influence how students comprehend and feel about prior and new material. Once a student starts to achieve success and starts to believe in his or her ability, the student will continue to apply himself or herself towards the learning task. This leads to the process that Pitler, Hubbel, Kuhn, and Malenoski (2007) said “students need consistent and systematic exposure to teaching strategies in order to really grasp the impact that effort can have on their achievement.” (p.159). To successfully engage students using this strategy, an educator has to understand how students learn and have a plan to encounter any negative behavior.
The second learning theory covers homework and practice. Marzano, Pickering, and Pollock (2001) mention six key factors when it comes to assigning homework and practice.
1. The amount of homework assigned to students should be different from elementary to high school.
2. Parental involvement should be kept to a minimum.
3. The purpose of homework should be clearly identified and articulated.
4. If homework is assigned, it should be commented on.
5. Mastering a skill or a process requires focused practice.
6. While practicing, students should adapt and shape what they have learned.
The use of homework and practice should have a clear purpose of what the teacher expects, along with providing multiple approaches. Pitler, Hubbel, Kuhn, and Malenoski (2007) mention that homework and practice allow students the opportunity to review and apply the skills they have learned. It also deepens understanding of content, along with making their skills more proficient. The more exposure students have on assignments, the better they will remember the skills needed for future assignments and tasks. A couple of websites that reflect on behaviorism strategies are http://www.softschools.com/, www.math-play.com/ and http://coolmath-games.com/. They provide students with interactive games to practice and reinforce learning for students.
Marzano,R.J., Pickering, D.J, Pollock, J.E. (2001) Classroom instruction that works.
ASCD. Alexandria, VA: ASCD
McMahon, (2009). 21st Century technology in the classroom. Retrieved 05/08/2011, from http://21stcenturytechnologyclassroom.blogspot.com/2009/07/behaviorism-in-classroom.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Standridge, M., (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 05/07/2011, from http://projectis.coe.edu/epltt/
Behaviorism learning theory uses operant conditioning to build positive reinforcement to promote desired behavior, and punishment to decrease undesired behavior. McMahon (2009) offers this perspective on B. F. Skinner’s philosophy, which is based on five key principals to fix obstacles to learning, listed as follows:
1. Give the learner immediate feedback.
2. Break down the task into small steps.
3. Repeat the directions as many times as possible.
4. Work from the most simple tasks to the most complex tasks.
5. Give reinforcement.
Two learning theories widely used by behaviorists to shape how students learn is through reinforcing effort and through homework and practice. Research shows that with all teaching methods, success depends on how well students react to stimulus and response, and on associations made with the learner (Standridge, 2002). By satisfying responses we can strengthen the behavior we desire, and suppress those that are undesired.
The first learning theory we will look at is reinforcing effort. Pitler, Hubbell, Kuhn and Malenoski (2007) stress the importance of effort as the biggest factor in achievement. Marzano, Pickering, and Pollock (2001) note that many students do not realize the importance in effort or believe in effort. Through the use of positive reinforcement and recognition, we can influence how students comprehend and feel about prior and new material. Once a student starts to achieve success and starts to believe in his or her ability, the student will continue to apply himself or herself towards the learning task. This leads to the process that Pitler, Hubbel, Kuhn, and Malenoski (2007) said “students need consistent and systematic exposure to teaching strategies in order to really grasp the impact that effort can have on their achievement.” (p.159). To successfully engage students using this strategy, an educator has to understand how students learn and have a plan to encounter any negative behavior.
The second learning theory covers homework and practice. Marzano, Pickering, and Pollock (2001) mention six key factors when it comes to assigning homework and practice.
1. The amount of homework assigned to students should be different from elementary to high school.
2. Parental involvement should be kept to a minimum.
3. The purpose of homework should be clearly identified and articulated.
4. If homework is assigned, it should be commented on.
5. Mastering a skill or a process requires focused practice.
6. While practicing, students should adapt and shape what they have learned.
The use of homework and practice should have a clear purpose of what the teacher expects, along with providing multiple approaches. Pitler, Hubbel, Kuhn, and Malenoski (2007) mention that homework and practice allow students the opportunity to review and apply the skills they have learned. It also deepens understanding of content, along with making their skills more proficient. The more exposure students have on assignments, the better they will remember the skills needed for future assignments and tasks. A couple of websites that reflect on behaviorism strategies are http://www.softschools.com/, www.math-play.com/ and http://coolmath-games.com/. They provide students with interactive games to practice and reinforce learning for students.
Marzano,R.J., Pickering, D.J, Pollock, J.E. (2001) Classroom instruction that works.
ASCD. Alexandria, VA: ASCD
McMahon, (2009). 21st Century technology in the classroom. Retrieved 05/08/2011, from http://21stcenturytechnologyclassroom.blogspot.com/2009/07/behaviorism-in-classroom.html
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
Standridge, M., (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved 05/07/2011, from http://projectis.coe.edu/epltt/
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