Reflection

Reflecting upon this course has opened my eyes to the many different learning theories that were dwelled upon. I believe that a well-rounded teacher is able to look at him/herself and see a little bit of each theorist within the classroom. When I first started taking this course, I recognized that I used the multiple intelligences, behaviorist and constructivist theories of learning. I will continue to keep these theories in practice with in my own teaching, but I want to incorporate the study of how information is perceived by the senses and stored as in the cognitive perspective (Lever-Duffy, J. & McDonald, J. (2008). Studying and reflecting upon the cognitive learning theory can enhance my teaching techniques. By doing this I can incorporate more instructional strategies within my classroom to make it an enriching experience for all students.

 

            Some immediate adjustments that I will make in my classroom are to add technology to my lessons. One technology tool that I will use is more word processing applications, particularly with studying letter sounds and words that start with that letter. This technology tool will help benefit my students in showing a nonlinguistic representation followed by the word. Students will begin to make that association of picture to the word. In Kindergarten I do whole group lessons using technology and students are introduced to technology in a non-threatening environment. Another technology tool that I can use is virtual field trips. There are many interactive themes that we spend time on in Kindergarten. By visiting places without leaving the classroom it helps for the students to see why we are learning some of the things that we are and allows them to virtually go somewhere. I want for my students to embrace technology and to feel that technology is where ever they go.

 

            I want to be able to open the lines of communication with parents and include them in my instructional tools. By posting word processing applications onto a wiki and having parents give their feedback onto the board would be very helpful. When parents see what we are learning they are more likely to reinforce that at home.  This is one long-term goal that I have. By setting up a wiki in which parents are informed about I can begin to inform parents about what it is that we are learning. I can update posts everyday or twice a week. Another long-term goal is to use more spreadsheet software in collecting data in order to make instructional decisions. My instruction is based on my data. Looking through some of the resources for class I came across rubrics, graphs, and spreadsheets that I can use to collect the data. There are plenty of resources on the Internet to gain rubrics. I need to decide what it is that I will be measuring and what the long-term goal is. By using Microsoft Excel I can make a spreadsheet using student test scores or letter recognition. This data can be translated into a graph. This way I can choose adaptations towards my instruction and use the data in conferences.

 

            Overall, I feel that I have benefited from this course by reinforcing the learning theories that make up a classroom. Deciding which ones I use and what I want to use is a reflection upon myself and what I find to be most important. Also taking the instructional strategies that I have learned will help benefit each learner in my classroom.

 

 

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Voice Thread assignment

Since this week was our last week of school before summer break I wanted my students to reflect on what their favorite Kindergarten memory was. I am hoping to share this voice thread with some incoming Kindergartners in the fall. 

http://voicethread.com/share/526192/

Social Learning Theories

So many students today benefit from social learning theories. From the time that we are small we find that we learn from other individuals, mainly our parents. By the time we get to school our resources for learning expands enormously. We are suddenly surrounded by people who are the same age as we are and a teacher who shows us how to learn. Social learning theories state that we surround ourselves with people to learn from each other and to acquire knowledge. The resources this week provided many examples of social learning theories in practice.

 

A familiar term we hear about is cooperative learning. Cooperative learning encourages students to interact with each other in groups to enhance their learning (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). This term is used interchangeably with most of our social learning theories because each theory has something in common and that is children learning from each other. I learn from other people just by hearing opinions and expanding my circle or perspective on most issues. This is the theory of connectivism which says that learning is distributed through a social network, technology, or recognizing patterns (Orey, M.(Ed.). (2001).

 

Technology plays such an important role in social learning theories. Allowing for groups to communicate via a computer instead of face to face in every situation. Students can participate in webQuests, KeyPals, and creating web sites. Students I think respond much better to instant gratifying and web created tools. It is amazing to think that students from all over the world can be learning from each other.

 

 

 Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

 

 

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

Constructionist/Constructivist Learning Theories

Many students use data in order to test ideas or hypotheses to find the answers to questions. In our resource this week, Using Technology with Classroom Instruction that Works, it is explained that students are using technologies such as spreadsheets, data collection tools, and web resources to make informed predictions, collecting data, analyzing data for patterns, and revising original hypotheses or coming up with new ones (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). How does this relate with the constructivist/constructionist learning styles? Constructivism and constructionism both involve each individual actively constructing his/her own meaning through experience (Laureate, 2008). The teacher is not telling students what to do but acts as a guide for students in case students become stuck as to why or how something works. Students are left to ask the questions themselves and to figure out how to solve it based on hands-on experience.

 

When students collect data, most questions are answered but then new questions are generated so students are constantly revising their hypotheses (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I always think of science experiments when I think about collecting data, but us teachers do this everyday and sometimes we also have to revise our hypotheses based on our students. Each experience can allow more questions to generate and that is ok.

 

 

Laureate Education Inc. (2008). “Constructionist and Constructivist Learning Theories.” Baltimore, MD: Laureate Education Inc.

 

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

Cognitive Learning Theory

Cognitive learning theory emphasizes how students take in and process concepts. Every teacher should be aware of cognitive processes that involve input to design the appropriate output. Dr. Opey described how information is stored and processed by describing the sensory input, short term, and long-term memory (Laureate, 2008). The resources this week really helped me see how we as teachers can incorporate information that is meaningful to students through virtual tours and information organization.

 

            With some of this information, I had to really analyze how I would adapt these techniques to fit the mold of a primary student. I know that primary students understand rubrics. Rubrics are excellent advance organizers by preparing students to apply their abilities, knowledge, and critical thinking skills (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I use rubrics in my classroom by allowing students to evaluate a piece of literature for qualities of good writers, or to rate themselves in following directions. There are many ways to use rubrics and students can begin to use self-evaluation techniques through their senses. Another favorite of mine is United Streaming videos to make connections with vocabulary concepts and skills taught. Students are able to make those connections to real life scenarios.

 

            When describing to students how to summarize using note taking techniques I really liked the recommendation of giving students teacher-prepared notes (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). I taught third grade last year and summarizing through note taking was a big challenge for me. A teacher shouldn’t rely on just one type of note-taking format, but can allow students to use different colors if needed for a different concept. We learn best through using our senses. Students will remember colored words since colors are a very sensory characteristic (Laureate, 2008).

 

This week has continued to inspire me to incorporate more sensory materials within my lessons. Through keeping my students’ interests and learning abilities in mind, I can be assured that I am meeting each child’s needs and desires.

 

 

Laureate Education Inc. (2008). “Cognitive Learning Theories.” Baltimore, MD: Laureate Education Inc.

 

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

Technology and Behaviorist Theory of Learning

Out of all of the choices of someone who intends to achieve success or maintain it, effort, is within an individual’s control (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007). Having a strong sense of self-efficacy allows for someone to obtain success despite most external factors. Everyone wants to succeed and in order for that to happen students have to believe in effort and believe that effort pays off. One strategy that I saw that was very beneficial to students was to make a connection between effort and achievement by using a spreadsheet in which students were given a rubric to show a clear idea of what effort looks like and to apply it to the student’s efforts in all areas within the classroom (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. ,2007). Showing students data is very important because it can allow them to compare the rate of effort given over the course of a given time. Students who know that they have worked hard in a particular week can be assured that hard work allows them to see growth. They will be more likely to repeat the behavior.

 

I was quite amazed in learning that students need about 24 practice sessions with a skill in order to achieve 80 percent competency (Marzano et al., 2001, p. 67). This is why homework can be beneficial to students since homework is practice. The use of multimedia within classrooms and at home to practice a skill or concept is wonderful. Discovery Education can change text into pictures like in a movie. There are other activities such as online tutorials that allow students to learn more math facts. When students play these games, they become more motivated to complete their work correctly. By beating the computer in math facts, or bragging to your friends about how far you got in your score, gives students a sense of accomplishment and pride to continue to strive towards greatness.

 

 

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

Bridging Learning Theory, Instruction, and Technology

I am in my fifth year of teaching elementary students at a Title I school located in Sanford, Florida. I teach Kindergarten and am about ready to complete one full year saying that I have survived! I enjoy teaching Kindergarten because I have accumulated stories this year that beat out stories from my previous four years of teaching. 

In my spare time I enjoy cooking/baking, exercising, rollerblading with friends, reading, listening to music, and of course spending time with friends. I spend many hours in front of my computer throughout the day. I can't remember how life was before the Internet. I know that my students will continue to become the same way once they become more comfortable with the Internet.