Connectivism and Social Learning in Practice

Cooperative learning and the social learning theories correlate in a variety of different ways.  The instructional strategy of cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning (2007, pg. 139).  The social learning theories want students to be actively engaged in construction artifacts and by conversing with others.  When students are working together, they are able to discuss their different ideas to come up with one solid conclusion or answer.  Students who are working cooperatively are able to “make sense of, or construct meaning for, new knowledge by interacting with others” (2007, pg. 139).  This enables students to apply knowledge in the real-world setting and make connections with their prior understanding.  The social learning theory has a construct, jigsaw strategy, which each member of the collaborative team is responsible to become an expert on one part of the project.  They, then, go and share with others so students are teaching students.  The cooperative learning theory and technology that goes along with it is a way to help students gain a deeper understanding of the concepts being taught.  As teachers we need to keep in mind that “the hope of schools as places that serve students anytime, anywhere and facilitate their growth into life long learners” (2007, pg. 140)

Resource:

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

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Constructivism in Practice

The idea of generating and testing hypotheses correlates very closely to the learning theory of constructivism.  If students are asked to create his/her own learning based on previous experiences, they are in fact making a hypothesis based on previous knowledge.  “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (2007, pg. 202).  When students are engaged in activities where they are doing a task over and over, the lesson begins to be very boring and tedious.  If students are shown how to create a spreadsheet of some sort, they are then able to take their learning to a higher level.  Another important aspect when creating a spreadsheet for students to use during a lesson, we need to remember that it needs to be student friendly and allow them to manipulate it in a way best suitable for them.  “By calling the spreadsheet interactive, we mean that the students will be able to manipulate it, consider graphical patterns, and test their predictions by receiving quick feedback on multiple scenarios” (2007, pg. 204).  I feel this type of lesson would be very beneficial for my students because it will be a nice depiction of a graph or table of the information they have gathered or tested. 

Resource:

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

Cognitivism in Practice

The daily use of technology in a classroom is very beneficial for students.  If teachers are able to make their students’ lives easier by allowing them to take notes on a computer or use an advanced organizer to aid in their understanding the learning can be very advantageous.  As the authors of Using Technology with Classroom Instruction that Works stated, “cues are explicit reminders or hints about what students are about to experience” (2007, pg. 73).  As the cognitive theory, elaboration, describes, if students are given time to recall prior knowledge they will be able to make associations and connections to a piece of learning.  This will, in turn, create an active learning process.

When thinking about graphic advance organizers, I bring to mind this weeks application assignment.  I enjoyed creating the concept map because I can see it very helpful for students when given a project to create.  This type of organizer can be used to help students see what the essential question is and the routes they will be taking in order to gain the understanding to answer that question.

Students need to be able to take notes or summarize their learning.  This “enhances students ability to organize information in a way that captures the main ideas and supporting details, helping students to process information” (2007, pg. 120).  If students are able to take notes in a way that is beneficial to them, they will be able to store that information and be able to recall the facts.  When thinking about the concept mapping application, I believe the cognitive theory of the Paivio’s Dual Coding of Information is helpful here because if students are able to store the information as an image, or diagram, it is a very powerful understanding.

Resource:

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

Behaviorism in Practice

The behaviorist learning theory is a very broad strategy.  It encompasses several aspects when thinking of a classroom and technology.  One of the instructional strategies, reinforcing effort, is tough at times when students are unwilling to complete an assignment or do not see the benefits in doing so.  It is important to remember not all students realize the importance of believing in themselves and their abilities.  As a teacher, we are also looked upon as a coach because we not only need to help students discover their own knowledge, we also need to be able to get students excited about learning.  If teachers reinforce student effort in a positive manner, not only will that particular student become aware of the behavior, but the other students around that student will, as well.

The instructional strategy based on homework and practice is also important in terms of behavior.  As a teacher, I assign homework to give students a chance to demonstrate proficiency on a topic discussed in a lesson or a multitude of lessons.  I also make it a priority to give each student feedback on the assignment in order for students to grow and see the importance of completing all homework assignments.

The two instructional strategies, reinforcing effort and homework and practice, both play an important role when discussing the behaviorist learning theory.  Students need to be able to see the importance of student achievement and along the way positive reinforcement or punishment may be needed to make this possible.  It is important to have all students actively engaged at all times to ensure all students understand the topics being discussed.