Instructional Strategies Connection to the Cognitive Learning Theory

One essential question all educators must have a grasp on is, “How do students learn?” To answer this question, it is important to understand what the Cognitive Learning Theory is. Click here to go to a webquest discussing the Cognitive Learning Theory. It is also essential for educators to understand the four main components of the Cognitive Learning Theory as discussed by Dr. Michael Orey. (Laureate, 2011) These components include:

                *Short –term memory (working memory)

                *Elaboration (making connections)

                *Effective use of images (visual images used to help make connections)

                *Episodic experiences (experiences that tie the learning together)

When working with a variety of instructional strategies, it is important to keep in mind these different components of how people learn. Some important strategies that take these concepts into account are cues, questions, and advanced organizers. All three of these strategies specifically try to explicitly provide connections through experiences and images to help students transfer information from their short-term memory to long-term memory (Laureate, 2011). One way to do this is through concept maps. Concept maps are a way to organize information in a very visual way (Novak & Canas, 2008). Programs such as Inspiration and SpiderScribe are excellent ways to create a visual connection to promote student learning. Advance organizers that can also been made through these programs, can help students focus on their learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007).

Another instructional strategy that helps promote the cognitive learning process is summarizing and note taking. In these skills, students have to synthesize information in their own words (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When synthesizing information, students have to use HOTS and develop an understanding on the information they are learning. When note taking and summaries are combined with visuals and specific summary frames, students are even more likely to develop connections. For example, while going on a Virtual Field Trip online, it is important for students to take notes on their experiences and learning. By using concept mapping software, the class can take notes and make connections about the field trip. The teacher can then print up the class concept map for the students to use as a guide to summarize what they learned from their VFT experience. The class can add pictures and other details to this concept map to help make even more of those essential connections that promote learning. In using a program like Inspiration, students can even convert the map to an outline for the students who are more linear learners and need their information more organized.

All of these instructional strategies, as well as many more, exemplify the cognitive learning theory process and help promote student learning. By using these strategies, students are more able to make the essential connections that help them truly understand and grasp concepts presented to them.

-Jill Morris

Resources-

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

Novak, J. D., & Cañas, 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 the Classroom

Behaviorism in the Classroom

As an educator, I have been learning about various learning theories since starting my education program in the mid-nineties. Interestingly, I find that as I gain more experiences in the education realm, my own personal theories morph. At this time in education, it is unpopular to think that behaviorism is a viable learning theory and part of the classroom. However, the resources I read this week definitely paint a different picture of behaviorism in the classroom. Behaviorism is found in most classrooms, especially in reinforcing effort and homework.

One of the common ways to find behaviorism in a classroom setting is in behavior management. All teachers find methods that encourage and promote learning in the classroom. One area that is important to promote in the classroom is reinforcing effort. According to Using Technology with Classroom Instruction that Works, effort is the most important factor in achievement (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Since this is so important, many teachers put a lot of time and effort into reinforcing students’ effort. Some ways teachers reinforce effort may include: having positive effort bulletin board, tracking data on a spreadsheet to show success with effort, verbally encouraging students to continue effort, giving certificates and a variety of awards for hard work, etc. Each of these methods try to reinforce the behavior of working hard by motivating the student through external measures. This reward conditions the student to continually put forth effort into his/her work. Therefore, the learning theory of behaviorism is an essential component to reinforcing effort.

Another area in education where the evidence of behaviorism can be found in the classroom is with homework and practice. As a 6^th grade teacher, I feel it is my responsibility to teach the students accountability. One area students are accountable for is their homework. If a student does not finish their homework, that student misses a recess and goes to study hall. This could be viewed at both a negative reinforcement and a punishment, which are both important components to behaviorism (Orey, 2001).  Study hall is a negative reinforcement, because a recess is being taken away from the student. It is also a punishment because the student has to go to study hall instead of recess. In addition to this, in my school we celebrate students who have their work down and behave appropriate throughout the week. Student that have all of their work completed go to an extra 30 minute recess on Friday afternoons. Those students who have not completed their homework or practice work end up going to a special study hall where they can finish their missing work.  As for technology, I often have my students work on the Compass Odyssey Learning program as homework. This is a tutorial program that gives students practices on specific skills at their learning level.  Students are reward by the program with games and visual rewards as they complete assignments. All of these rewards and consequences are just a few ways behaviorism influences homework and practice in the classroom.

Does behaviorism have an important role in the classroom? I think it does. It is definitely not the only learning theory that has valid ideas on student learning. However, there is no doubt in my mind that most students respond to rewards and consequences. I also believe that many of students’ behaviors are learned and can be “fixed,” especially in elementary school. Whether it is for a tangible reward or just a great job and smile from their teacher, students are very much affected by these behavior reinforcers. Therefore, behaviorism can be found in most classrooms today.

-Jill Morris

Resources

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.

Reflection

Learning about how to integrate technology more into the classroom has been very enlightening. In this course, I have learned more about using Wikis, blogs and podcasts in my classroom. I am very excited to implement these Web 2.0 tools into my classroom this upcoming year. I know my students will be thrilled to do more project based learning while integrating technology into the curriculum.

Through this technology course I have deepened my understanding of 21^st century learning. I have learned how the seven Cs (critical thinking, creativity, collaboration, cross-cultural understanding, communication, computing, and career & learning self-reliance) are essential skills our students must do successfully to be competitive in the workforce (Trilling, 2005). Of course the core curriculum of reading, writing and mathematics are essential, but we must go much further than these basic skills.  When doing this, it is important to move away from a teacher-centered classroom to a student-centered classroom. As instructors, we need to be facilitators more than being traditional teachers. We do not have to know all of the answers, but we must collaborate with our students and teach them how to find answers. We truly need to be in a classroom where everyone is a teacher and everyone is a student.

I am really looking forward to expanding my knowledge and transforming my classroom to more student-centered room where students are truly learning essential 21^st century skills. One goal I have is to be part of the district technology committee where I can be part of systematic policies and changes. I would like to work on allowing student equipment in schools as a way to get technology to our students. Another goal I have is to integrate technology more in project-based learning lessons in my classroom. I want to start to use Wikis as a collaborative tool. I also intend to have a classroom blog and use podcasts. Referring back to the checklist of technology usage in our classroom from the beginning of the course, I hope to have many more activities in the often category. I want to expand my usage of technology and give the students more chances to explore and learn. I intend to continually improve myself and learn more ways to integrate technology into the classroom. I am confident I am on the path to really help my students be 21^st century learners. I am excited for these changes and I know my students are going to really enjoy them as well.

References

Trilling, B. (2005). Towards learning societies and the global challenges for learning withICT.TechForum. Retrieved from http://www.techlearning.com/events/techforum/ny05/program

Technology Podcast

Today I interviewed some students about how they use technology at home and at school. I initially recorded their responses using Garage Band and then I uploaded the file on PodOmatic. This was my first attempt interviewing different individuals and rearranging answers into a podcast. The last few words in the podcast mysteriously disappeared on PodOmatic. At the end it should say, "in the classroom." Here is the link-

http://podcast48223.podomatic.com/entry/2011-07-25T13_31_30-07_00

After working with podcasts, I can see the potential of students using this tool in many areas in the classroom. I look forward to exploring this more with my students this upcoming school year.

~Jill Morris

 

Podcast Testing

Attempting to do podcasts...here is my url for my test-


http://podcast48223.podomatic.com/entry/2011-07-23T21_58_03-07_00

21st Century Skills

One of the most common catch phrases in education recently is 21^st Century Skills. What does this phrase really mean? This week I explored the Partnership of 21^st Century Skills website.

The first thing that caught my eye on this website was the graphic of two arches on top of each other and rings connecting the bottom of the arches. I have seen this image before, but always felt that I did not quite understand the importance of each part of the arches and rings on the bottom. After exploring the site more, I found that the arches represent student outcomes and the rings (or what they call pools) represent support systems where every part is working together and connected. This is the framework for 21^st century learning. Being a visual learner, I thought this graphic would help me understand the complex components to 21^st century learning. Honestly, I fount this graphic too complicated and confusing. Without further research, 21^st century skills are not explained by this graphic. In my research, I found that the 3 Rs and 4 Cs represent 21st century skills. I knew the three Rs are the basics in school, like reading, writing and math. However, I never heard of the 4 Cs before. I learned from this site that the four Cs are: critical thinking, communication, collaboration, and creativity. For me, these words really helped express the core of what 21^st century skills are to me much more then the arches and pools.

Even though these four Cs seem fairly simple, I found the website a bit overwhelming. As an elementary school teacher who is in charge of all of core content for my students learning, the vast list of skills students need to be prepared for the workplace is daunting. The main thought that ran through my mind when searching this site was, “How in the world am I going to fit all of this in?” The other part I personally felt disheartened about was Washington State (the state I work in), is not part of the leadership states creating new standards, assessments and professional development programs to commit to 21^st century learning for all students. I then thought, “How long before my state gets on board? Or will we also be left behind?”

Having said this, I must say that I am impressed that headway is being made to help make sure all students have essential 21^st century skills to be competitive and successful in the workplace. I also really like the collaborative development of these ideas from many corporations. I look forward to see how these ideas are embraced by all states and how this will actually affect the classroom. Project Based Learning and more access to technology will be essential to implement in schools to embody the 4 Cs effectively. Now the big question for me is, how do we do this effectively with our current resources? I think I need to do much more research to answer this question!

Blogging in the Classroom

I have never used blogging in the classroom. However, I see the potential of blogging as a very powerful learning tool for students. Next school year I intend to develop a classroom blog. In this blog I want to accomplish a few different goals.

1- The first goal is to have a collaborative environment where students can post thoughts and ideas based on learning targets in the classroom and questions based on classwork. I love the idea of positing a question and having all of the students answer the question on the blog. Students then can be responsible to comment on each others' work and learn appropriate communication skills when blogging. This will not only allow students to learn from each other and promote higher order thinking skills, but it over time also will give students a chance to see what makes great responses.

2- The second goal is to give students a place to publish and showcase their writing and ideas. What a great way to receive feedback from others! This also will hopefully make students look closely at their writing to see if it truly is a quality piece of writing. As an upper elementary school teacher, I constantly am amazed how often students do not edit their work for even basic writing conventions before turning in their writing. Hopefully by publishing their work for the world to see, students will take more time and effort to make sure they are publishing quality work.

3- I love the idea of keeping a blog for past classes as well. Next year I will teach 6th grade in elementary school. I would love to have these students give advice to future students on how to be successful in middle school, much like what was seen in one of our videos this week. I think this is a fantastic way to build up the community in a classroom. It will give the shy students a chance to have more of a voice and help everyone get to know each other better.

4- Finally, I love the idea of having a homework help or a questions section of the blog where students can go on and ask questions. If students get in the habit of monitoring the blog, they can help each other. I can also monitor the blog and answer questions and make comments as necessary.

For all of these reasons (and I am sure so many more), I think blogging can be a very powerful tool in the classroom. Working with 10-12 year olds, I have the opportunity to really help students learn how to use this technology safely and appropriately. Truly, now that I started using blogs, it is my responsibility to share this with my students as well.

-Jill