Personal Theory of Learning

I think my beliefs have stayed the same, but are now more defined. My original thoughts were that students gain knowledge from prior knowledge, students have different learning styles, and follow the social constructivism view to learn in group settings. After this course, I still feel comfortable with those thoughts, but I have understood that we use parts of all the theories at some point. For example, behaviorism has students track their own efforts as we do with multiplication facts. In addition, my schools’ management approach rewards positive behavior and has consequences fit the behavior.

I definitely wish I could easily integrate all the pieces of technology right away. At this point in the year, we are waiting to get our four laptop carts fixed, which puts a damper on the use of technology. However, I definitely want to bring in the voicethread. This presents a great way learn from others too. Another tool I would like to use is a concept map. It is an easy way to organize information for students. With a SMARTboard, it will be a great way to have students move information around on their own.

One long-term goal I have is in integrating technology is finding more interactive pieces for my students to use on the SMARTboard. We just got the interactive boards this year and I have struggled to find time to build more interactive lessons with the students. I have mainly been using it as a teacher-directed approach. To achieve this, I need to cut out time to create one lesson each week for the students. I want to start by using a word sort program for the students spelling words. The second long-term goal is to create multimedia presentations with the students. This is something that I would like to use cross-curricular. To reach this goal I will create a template for the students or at least think of some areas that we need a fun project. Over the summer, I can get the materials all ready and have it for the up coming school year.

http://voicethread.com/share/651719/

Connectivism and Social Learning in Practice

Social learning theory is working and connecting with others to construct knowledge (Laureate, 2009). There are many different ways to connect students to gain an understanding in their learning with technology. “Multimedia is a natural environment for cooperative learning” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). This environment gives tasks where students have specific roles and responsibilities. In this way, they need to use each person in order to get the project finished. Everyone brings something different to the group. This would be a great way to end a unit by bringing all the learning together. There are also WebQuests. This is a great way to help students focus on the “information rather than looking for it (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). It also enables the teacher to add higher order thinking to the project. One collaborative program that was not mentioned is the wiki. I started using the wiki this year with my students. We started the year interviewing another student in the class and posting the interview on the wiki. I would like to continue using it as a place students’ add updates to what is going in our classroom. The struggle with it is that only one student can make changes at a time. All of these pieces help students gain an understanding of the subject area by being involved in their learning. Social Learning Theory uses interactions while being engaged in constructing something (Laureate, 2009). Getting students involved keeps them from being lazy, and gets them motivated to learn.

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

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

Constructivism in Practice

“Constructivism is at present the most influential force in shaping contemporary education” (Lever-Duffy, J. & McDonald, J., 2008). With that, it is important to understand the resources that correlate with the constructivist constructionist learning theories. The tools we will use are learner centered. The students will take responsibility for their own learning, and use “external artifacts” to understand the content (Orey, 2001).

The first resource I looked at was generating and testing hypotheses in the book, Using Technology with Classroom Instruction that Works. The students will be able to learn with technology and understand the goals. Technology can also help students “spend more time interpreting the data rather than gathering the data” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). Students can use a spreadsheet to gather the information. Instead of taking class time to gather work, students will let the computer do that. To take it a step further, the teacher can create a template so the students do not need to take more class time creating the spreadsheet. The Internet has great resources for students to get real world examples and data. The background knowledge will be built while students make decisions and teat the outcome.

Students also can use project-based learning. This is learner centered. It increases students motivation, gives students choice, and enables students to access more information (Orey, 2001). With constructionist constructivist theories, students build their understanding from external artifacts that fit into what they already know or accommodate the information. The way one person perceives the information might be a little different to the next students. Either way, they are gaining an understanding. By using project-based learning, students understand the information in a way that works best for them. If one website or spreadsheet does not work for them, they can choose a different one while getting the same information.

Overall, students gain their understanding by using artifacts and information in a way that fits their learning style. Spreadsheets and project-based learning are two examples of tools to use with students.

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

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.

Cognitivism in Practice

According to Lever-Duffy and McDonald, the cognitive learning theory is a “mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” (Lever-Duffy, J. & McDonald, J., 2008). They continue to say, “cognitive theorists explains learning in terms of how one thinks” (2008). With that, we looked at a couple strategies that correlate with these principles.

“Cues, Questions, and Advance Organizers” are all strategies to help students “retrieve, use, and organize information” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). This is a very similar process that cognitive theorist feel that learning takes place. Students need to retrieve the information through our senses, store and organize the information, and finally use the information. By giving students cues and questions, gets the students to retrieve information from prior knowledge. The graphic organizers are great ways to get students to organize the information with how they are thinking.

“Summarizing and Note Taking” is the second strategy we looked at. These pieces help students synthesize and separate important information while putting it in their own words (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). There is a lot of information given to students each day. If they are not able to make a connection to it, it will be lost. Summarizing and note taking takes information and “manipulates” it to better understand. Then, when a student is to retrieve it again, they will have made a connection to remember it.

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

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

Behaviorism in Practice

According to the behaviorist theory, “all behavior is learned” (Orey, 2001). With that, some behavior can be un-learned and replaced with new ones. One way a teacher might follow this theory is by modeling behavior and academics (2001). The beginning of the school year is a time where this is used a lot. Even though most fifth graders know how to line up at the door, take out their books, and sharpen their pencils, I still model this during the first week. It is used to set the expectations for the students. We also have an afternoon break. If students misbehaved or did not finish homework on time, they have to stay in a break to finish it. This is called a negative punishment (2001).

Not only is the behaviorist theory incorporated into the management of the classroom, it is also brought into the instructional strategies. The book, Using technology with classroom instruction that works, states that students do not always understand the importance of effort (Pitler, Hubbell, Kuhn, Malenoski, 2007). It is important to show students how it is important so we need to teach students the how important it is. Students take external factors and blame their failures on them. Pitler, Hubell, Kuhn, and Malenoski gave an idea of creating a spreadsheet about effort (2007). The rubric lays out five pieces that make up effort in the classroom. The students can think about the effort they put in throughout the day. Multimedia is also a great way to incorporate the behaviorist theory. Part of this theory is drill and practice. There are many computer games that students can play to strengthen their understanding of a topic. “Practicing with multimedia allows students to shape the experience to their individual learning style and increase their level of understanding to mastery (2007).

Be using technology, we can teach many students who have lost confidence in themselves to regain motivation to succeed. As I mentioned in the beginning, some behaviors can be un-learned and replaced with new ones.

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.

Responding Effectively to Disruptive Student Behavior

“The reality is that teaching requires that educators be able to handle a wide range of student behavioral challenges and a broad array of academic challenges” (Jones & Jones, 2007). Behavior problems will happen when students are not interested in the lesson or unable to accomplish a task. Not only do we need to keeps students engaged, but we also need to handle in the behavior issues quickly and effectively right away.

When misbehavior occurs, the first step is to make contact quietly with the students is the first strategy I would like to respond to disruptive behavior. The outcome is to get the students back on track without bringing attention to the behavior or disrupting the lesson. This is a great strategy because it will get the students back into the mainstream lesson. According to the Teacher Behavior Continuum, describe by Dr. Charles Wolfgang the first step is relationship-listening that include looking and naming (Laureate, 2008). Sometimes a quick reminder is all students need to get back on track.

The second strategy is to remind students of the classroom rule or procedure they are not demonstrating. The outcome will keep the expectations in mind and become responsible in the actions they take. It leaves if off the teacher and on the rules the whole class made. I had a teacher model this in my class last year. Instead of forgetting the rules through the year, they are used. This strategy will describe the behavior and procedures that are being neglected while re-directing the behavior.

The next strategy is to provide students with choice. The outcome will have students choose a positive choice in a respectful manner. Students like to be in control of decisions they make. The choice gives them that control. Jones and Jones says, “this responds to student’s needs for competence and power and helps to reduce their perception that someone is trying to control them or is going to do something to them” (Jones & Jones, 2007).

The last strategy I would like to implement is to see if the student needs some assistance, acknowledge it, and provide the assistance. By doing this the students will get the correct tools or answers they need to finish the work, and reduce misbehavior that may occur. Have student think about what they need to help them finish it. This will keep the students on track while not bringing behavior to attention and showing them an easy way to solve the problem at hand. Dr Vern Jones says in, Resolving Minor Disruptions, to keep the disruptions quick and to the point while staying calm (Laureate, 2008).

By following these strategies to respond to disruptions, I will have a safer inviting classroom.

As Jones and Jones write, “the manner in which educators respond to irresponsible student behavior should help students learn new skills” (Jones & Jones, 2007). Problem solving with students gets them involved in the consequences. Jones and Jones began chapter 9 discussing how an authoritarian, power approach differed from a problem-solving approach (2007). With an authoritarian approach, it would change the type of relationship that I would want to create in the classroom.

The problem solving techniques I would want to use next year are Glasser’s seven steps to effective problem solving (2007). The outcome I would want would be a quick process that involves the students involved so they understand what they did and how to solve it. In the DVD segment, Problem Solving to manage severs and chronic behavior, Sarah Rudzek talks about the importance of students’ self monitoring (2008). The problem solving method is getting the students to monitor their actions while holding them responsible. The students would then make responsible choices because they understand the process and see where they made a mistake. “The focus on observable behavior also enables you and the student to realistically analyze the effectiveness of the plan” (Jones & Jones, 2007). This plan will be able to fit right in to the Responsive Classroom approach. To solve problems it is important at my school to get the students involved with what the decisions are to be. If it is something that is related to the whole class, we have morning meetings everyday. During this time, we do community-building activities, but it can also be used for serious discussions when needed throughout the year.

As far as putting this plan into effect, it will take a little time to make it a habit. I want to be sure to be consistent with the process so students really know what to expect. Something I need to work on is dealing with the present behavior. Most of the time the behavior is not following one of the classroom expectations that the class made themselves. I need to reflect on those with the students so it is the students’ responsibility rather than the teacher.

I think this will have a very positive impact on the students. I feel like I have still been in the “figuring out” stage on working with behavior problems. I did not have the consistency that is needed. With this approach, students will not feel punished and embarrassed. Many students have home lives that are difficult. They come to school to feel safe and the misbehavior may come from how they live at home. As teachers, we do not want to make anything worse, so helping them teach these life skills will help the students.

A difficulty will be to find time to meet with the student. Most of the day is full with students and teaching. Our new reading and spelling curriculum has the teacher working in one of the small group stations. The same will be similar with math. If the teacher needs to be with the students during class, I would need to meet with the students after class, during recess, or break. Ideally, this method would reduce the amount of times the teacher would have to meet with the students, but that probably would not be the reality.

Overall, this method is an easy way to handle the misbehavior. I look forward to putting this plan into action and see how it goes.

Jones, V., & Jones, L. (2007). Comprehensive classroom management: Creating communities of support and solving problems (Laureate Education, Inc., custom ed.). Upper Saddle River, NJ: Pearson.

Laureate Education, Inc. (Executive Producer). (2008). Creating an effective classroom learning environment [Educational video]. Models of Discipline. Baltimore: Author.

Laureate Education, Inc. (Executive Producer). (2008). Creating an effective classroom learning environment [Educational video]. Resolving Minor Disruptions. Baltimore: Author.

Conclusion: A New Mind-Set Reflection

This course has defined many ideas that I have heard about, but could not quite grasp the concept of the use in the classroom. So many Web 2.0 strategies are available to us, for free! I can not guarantee that I will implement all of them right away, but I hope to work with a few of them, and possible lightly add some others in slowly. I love trying new things. When they do not work very well, I make sure get rid of it, or change it to make it work better. The students will use technology more often, and I want to make sure they are able to take more ownership so the students are collaborating and problem solving together.

Will Richardson writes, “every student will have the ability to contribute ideas and experiences to the larger body of knowledge that is the Internet” (2006). Students will be able to virtually go places that we are talking about. I can use Flickr to show pictures of erosion or places we are talking about in a book. I will use blogs to discuss books or topics in science or math. “We live in a world where it is commonplace for technology to be used to do different things, not just do old tasks differently” (Thornburg, 2004). I realized that I was doing old tasks in a different way. This class introduced me to a variety of ways to bring technology into the classroom in a meaningful way.

My perspective has not changed much to be learner-centered. I have been teaching for two full years. My undergrad degree pushed us to be more learner-centered. I make sure I am there to guide the students more than to lecture at them. There are definitely times when teaching needs to happen, but I use ways to get the students to collaborate with other students as much as possible. It also gives me a better understanding of what the students understand and where they need help. In Bates and Phelan’s article, Characteristics of a globally competitive workforce, they say, “Organizations need employees who are flexible and can easily adapt to the changing dynamics of the work environment” (2002). Sitting in a classroom staring at the teacher is not going to get the students to become flexible. I have students working independently, in pairs, in groups, and I hope to start having students work globally.

There is an abundant of resources to expand my knowledge. This class helped me set up a Delicious account. I have also set up Google Reader with some great blogs, wikis, and websites I can use to read about the latest research. Technology changes so often and with Web 2.0 we can get the information so quick. As a teacher, reading all of the students’ blogs would take a long time. With Google Reader, I can subscribe to each one, and “scan through all of the class content in one place, make sure it’s all appropriate, and click through to a particular post if you want to comment on it” (2006). This is a huge time saver for teachers. My school district always has professional development classes throughout the year. The technology classes are always a favorite of mine, so I will make sure to continue to update myself at those too.

My first long-term goal is to use podcasting more in my classroom. For one, I would like to use it help teach. Second, I would like students to create podcasts for projects and possible a weekly review of our week. The challenge of this is to make sure the school has all of the application to make it work. The second challenge is to do this enough so the students can work on this in a timely manner. I will need to work with our technology specialist in my school to help me get this up and running. I do not have anyone in my school that works with podcasting right now, so this would be something new to add in. Most Friday afternoons we have an open. I could dedicate this time to working with podcasts in the classroom. It might be hard to have the whole class doing them at the same time because of the background noise, so I could have a couple of stations the students could take turns with.

The second long-term goal is to create a classroom blog. There is so much information to communicate to families that do not always get home. A blog would be a quick way to add information while asking questions that other families might also have. Ultimately, this would save time. A challenge would be to get the parents to use it. I have a website, so I could attach the blog to the front page. Most parents are used to e-mailing, so it might take a couple more steps for them to go to the website. I struggled to have parents go to my website already.

When I looked back at my checklist from week 1, I noticed a few areas that I will be improving. The first point was “Model reflective practices and engage students in activities that promote self-reflection and self-examination of their own learning.” I will make sure to have students reflect on their own work. I might have them fill out a rubric or write a few sentences. Another statement says “Enable students to take responsibility of their own learning by providing tools and resources that allow them to mange their own learning goals, plan learning strategies, and evaluate their progress and outcomes.” Now that I have learned about so many tools, I will be able to introduce them to my students. Finally, “Promote the development of leadership and technology skills in my students and colleagues.” Many of my colleagues have been asking me about the different projects we did in this class. I will continue to keep them motivated in using the technology and I will help them in any way I can.

Overall, this class has introduced me to so many tools, and I look forward to using them.

Bates, R., & Phelan, K. (2002). Characteristics of a globally competitive workforce. Advances in Developing Human Resources, 4(2), 121

Richardson, W. (2006). Blogs, wiks, podcasts, and other powerful web tools for classrooms (2nd ed.). Thousand Oaks, CA: Corwin Press

Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf

21st Century Skills

         “There is a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces” (2004). I think the information on this website is where all states need to go. I was surprised that there were only a few states have taken the initiative. It does seem like a lot of steps to get started. The website says you need to “get commitment from the governor and chief state school officer and submits an application to P21 that describes the state’s plan to revise standards, create assessments and implement 21st century skills professional development programs” (2004). I wonder if many states have very similar standards, but they have not gone through this program. Getting my masters specializing in integrating technology is helping me become a better educator of the 21^st century. There are a great number of businesses on board which will only help get more schools started. Reading the mission statement as well as the “P21 FAQ” page it shows how important technology is for students and for teachers. We need our students to grasps on to the future, and we are the people who need to bring it in. This is where we are headed, if schools are not already there. I enjoy using and learning about 21^st century learning, and I hope I will continue to add this excitement in my classroom.

 

http://www.21stcenturyskills.org/index.php  

Ideas for Blogging in Classroom

I would like to start using the blog for students to post answers to discussions topics. My 5th graders have many literature circles throughout the school year. I would like to post different questions about parts they have read to increase critical thinking. After a little practice, I could have the students come up with the ideas they can chat about over the blog. I use a “chat sheet” now where they students write down three ideas they want to chat about. This could easily be done on a blog. The blog would be helpful because everyone is participating and I can read what they students have to say even if I am not with there group. Another idea is to use it at the beginning of a unit to get students to start thinking about the topic, like a KWL chart. Students could share what they already know about the topic. One of my favorite parts about the blog is that it gets all of the students involved. The students are reading more ideas than what might be shared out loud in class. It is also a great tool for integrating reading and writing. I teach math, reading, writing, spelling, and science, and the blog could easily be used in any of those subjects.

Getting Started

This is my first blog that I have set-up. I am excited to see how it goes! I am now in the last month of the school year. We will finally be finishing our state testing next week. I sometimes wonder how hard the students try on the tests. For one, they know they aren't getting graded. Also, they have so many different tests these last couple of months, that they get tired of them.