Voice threading is a new experience for me.
Here is a link to my voice thread. I appreciate your comments and suggestions.
http://voicethread.com/share/567315/
Wednesday, July 29, 2009
Connecting Social Learning Theories to Instructional Strategies
This week in the course ‘Bridging Learning, Theory, Instruction and Technology’, we looked at cooperative learning as an instructional strategy. We also explored the learning theories of Social Constructivism and Connectivism. First let me briefly describe the learning theories. Then I will discuss how cooperative learning supports these two theories.
With Social Constructivism, it is not the teacher that provides the knowledge, but rather the students that constructs their own knowledge. They do this through interactions with other and their environment (Orey, 2001). Of the four perspectives given in the online text, I find myself supporting the pragmatic approach. Followers of this approach believe that social constructivism should be used in the classroom as the need arises. Likewise, the knowledge, meaning we assign to that knowledge and our perspective of the world can be addressed in the classroom from either an individual learner standpoint and/or the collective view of the class (Orey, 2001).
One of the main tenants of Connectivism is that what is considered correct today may be considered wrong tomorrow (Orey, 2001). Connectivism views learning as an ongoing process whereby connections or networks are used to keep abreast of constantly changing information. There is simply too much information being created for any one person to keep current on. By establishing a network, including a technology based one, we learn by tapping into the information provided by these networks. The networks may be human or computer. A learning activity that supports Connectivism is based on using up-to-date information. Having students establish an aggregator and subscribing to pertinent websites, is a learning strategy that supports the Connectivist theory.
A common theme in these social learning theories is the importance of cooperating and collaborating with others to foster learning. “Cooperative learning is not so much learning to cooperate as it is cooperating to learn (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). There are a number of instructional strategies that support social learning. In all students work together in creating meaning that is personally relevant. Using technology tools such as voice threading, blogging, google docs, webquests, and gaming simulations all provide students the opportunity to work with and through others to learn and teach. The next generation of computer based educational games will reward students for demonstrating skills such as problem solving, creativity and cooperation. In my view, this will be using a behaviorist approach to foster a social constructivist approach to learning. To me that is a fascinating idea.
Knowledge will continue to expand at an inconceivable rate. It is no longer wise to teach students facts, as those facts will change many times within their lifetime. Rather we need to teach students how to learn and how to obtain current information. Students need to learn how to learn from others and how to help others learn. We are a global learning community and our instructional strategies need to reflect this.
References
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
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. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
With Social Constructivism, it is not the teacher that provides the knowledge, but rather the students that constructs their own knowledge. They do this through interactions with other and their environment (Orey, 2001). Of the four perspectives given in the online text, I find myself supporting the pragmatic approach. Followers of this approach believe that social constructivism should be used in the classroom as the need arises. Likewise, the knowledge, meaning we assign to that knowledge and our perspective of the world can be addressed in the classroom from either an individual learner standpoint and/or the collective view of the class (Orey, 2001).
One of the main tenants of Connectivism is that what is considered correct today may be considered wrong tomorrow (Orey, 2001). Connectivism views learning as an ongoing process whereby connections or networks are used to keep abreast of constantly changing information. There is simply too much information being created for any one person to keep current on. By establishing a network, including a technology based one, we learn by tapping into the information provided by these networks. The networks may be human or computer. A learning activity that supports Connectivism is based on using up-to-date information. Having students establish an aggregator and subscribing to pertinent websites, is a learning strategy that supports the Connectivist theory.
A common theme in these social learning theories is the importance of cooperating and collaborating with others to foster learning. “Cooperative learning is not so much learning to cooperate as it is cooperating to learn (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 143). There are a number of instructional strategies that support social learning. In all students work together in creating meaning that is personally relevant. Using technology tools such as voice threading, blogging, google docs, webquests, and gaming simulations all provide students the opportunity to work with and through others to learn and teach. The next generation of computer based educational games will reward students for demonstrating skills such as problem solving, creativity and cooperation. In my view, this will be using a behaviorist approach to foster a social constructivist approach to learning. To me that is a fascinating idea.
Knowledge will continue to expand at an inconceivable rate. It is no longer wise to teach students facts, as those facts will change many times within their lifetime. Rather we need to teach students how to learn and how to obtain current information. Students need to learn how to learn from others and how to help others learn. We are a global learning community and our instructional strategies need to reflect this.
References
Laureate Education, Inc. (Producer). (2008). Connectivism as a learning theory. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
Laureate Education, Inc. (Producer). (2008).Social learning theories. [Motion picture]. Bridging learning theory, instruction, and technology. [DVD]
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. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, July 22, 2009
Constructing Learning through Meaning
This week in class we are looking at constructivist and constructionist learning theories and the strategies that are used to support them. In the DVD, Dr. Orey speaks to the difference between constructivism and constructionism. With the first, students actively construct her/his own meaning when they learn. Constructionism ‘builds’ upon that theory. It adds the components of artifact and sharing. Students create an artifact and share it with others, thus solidifying their learning (Laureate, 2007).
Instructional strategies and technology tools support the constructionist approach to learning. Two strategies we learned about are project-based learning and problem-based learning. I have used the first and look forward to using them both next year. With project-based learning students choose and organize their project, do research and then synthesize their information (Orey, 2001). My accounting students participate in a lengthy project as a year-end activity. In it they apply all the concepts learned during the year.
I can see that problem-based learning has a place in my personal finance course. In this learning strategy students are challenged to address real-world problems. With the current credit crisis in our country; I see problem-based learning as being very appropriate. They can create an artifact (PowerPoint presentation, podcast, voice thread, brochure etc.) that will be shared with fellow students, their parents, and perhaps the world.
Spreadsheet software is a technology tool I currently use. In the future I can add the artifact and sharing aspects to a car-selection activity that teaches decision-making skills. Whether it be spreadsheets, computer-based simulations, decision-making matrices, webquests, educational games, student-created PowerPoint presentations, or podcasts, all of these technology tools will assist students in creating their own learning.
At the Chautauqua Institute last week, Dr. Thomas Insel, the director of the National Institute of Mental Health, elaborated on how our brains learn. Based on what I learned at the Institute and through our readings this week, constructionism should have a bright future in the educational community.
References
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
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching,
and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Instructional strategies and technology tools support the constructionist approach to learning. Two strategies we learned about are project-based learning and problem-based learning. I have used the first and look forward to using them both next year. With project-based learning students choose and organize their project, do research and then synthesize their information (Orey, 2001). My accounting students participate in a lengthy project as a year-end activity. In it they apply all the concepts learned during the year.
I can see that problem-based learning has a place in my personal finance course. In this learning strategy students are challenged to address real-world problems. With the current credit crisis in our country; I see problem-based learning as being very appropriate. They can create an artifact (PowerPoint presentation, podcast, voice thread, brochure etc.) that will be shared with fellow students, their parents, and perhaps the world.
Spreadsheet software is a technology tool I currently use. In the future I can add the artifact and sharing aspects to a car-selection activity that teaches decision-making skills. Whether it be spreadsheets, computer-based simulations, decision-making matrices, webquests, educational games, student-created PowerPoint presentations, or podcasts, all of these technology tools will assist students in creating their own learning.
At the Chautauqua Institute last week, Dr. Thomas Insel, the director of the National Institute of Mental Health, elaborated on how our brains learn. Based on what I learned at the Institute and through our readings this week, constructionism should have a bright future in the educational community.
References
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
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching,
and technology. Retrieved from
http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
Sunday, July 19, 2009
Worth a Mint
I just finished a concept map that ties into a virtual field trip found at the U. S. Mint website http://www.usmint.gov/mint_tours/index.cfm?flash=yes.
I found creating my first concept map to be extremely time consuming; yet very valuable. Although time consuming; the process was 'worth a mint' for I will be able to use it in my classes. I love the concept mapping software and can see using it frequently at school.
I am still trying to figure out how to add the concept file to this blog. Please be patient:)
Enjoy,
I found creating my first concept map to be extremely time consuming; yet very valuable. Although time consuming; the process was 'worth a mint' for I will be able to use it in my classes. I love the concept mapping software and can see using it frequently at school.
I am still trying to figure out how to add the concept file to this blog. Please be patient:)
Enjoy,
Standardized Rush
In the post above Gwendolyn responded that she also felt a need to rush through topics to cover the standards. Our society is still oriented towards teaching students facts and figures. Somehow, someday we will transition to teaching students essential 21st century skills; such as decision-making, collaboration, creativity and invention. These can't be rushed or avoided. I wish we had less 'content' to cover. With 45 minutes in a class period, it is difficult to accomplish what our standards say we must. With the concept mapping tools I learned to use this week, I will begin though.
Friday, July 17, 2009
Maple syrup capitol of Ohio
The prior comment is from maple11. I am from an area in Ohio that has an annual maple festival. We produce a good deal of maple syrup. I can't help but wonder how she arrived at that screen name:)
She made a great comment about insisting that students 'make the connection' between their prior knowledge and new learning rather than we teachers providing them. I have been guilty in the past of being impatient and providing students with the 'connection'. I never thought that my connection may make no sense to my students.
I agree that the value in concept maps is invaluable. I haven't begun mine yet for our assignment this week; but feel it will be a valuable learning experience.
My mother grew up in Germany and immigrated shortly before World War 11 began. She remembers taking a suitcase filled with money to go to the market; because the inflation rate was so immense. She also remembers when Hitler changed the school week from 6 days to 5 days. Of course students were thrilled! He then started the youth movement so the teens would have something 'constructive' to do on Saturdays. Unfortunately she no longer has those memories (she is 95). I can see how rich an experience it would be for students studying WW11, to listen to someone who lived through that time period.
It seems that technology has made the teaching of facts and figures obsolete. We now need to teach concepts and those intangible soft skills like creativity, responsibility and collaboration.
She made a great comment about insisting that students 'make the connection' between their prior knowledge and new learning rather than we teachers providing them. I have been guilty in the past of being impatient and providing students with the 'connection'. I never thought that my connection may make no sense to my students.
I agree that the value in concept maps is invaluable. I haven't begun mine yet for our assignment this week; but feel it will be a valuable learning experience.
My mother grew up in Germany and immigrated shortly before World War 11 began. She remembers taking a suitcase filled with money to go to the market; because the inflation rate was so immense. She also remembers when Hitler changed the school week from 6 days to 5 days. Of course students were thrilled! He then started the youth movement so the teens would have something 'constructive' to do on Saturdays. Unfortunately she no longer has those memories (she is 95). I can see how rich an experience it would be for students studying WW11, to listen to someone who lived through that time period.
It seems that technology has made the teaching of facts and figures obsolete. We now need to teach concepts and those intangible soft skills like creativity, responsibility and collaboration.
Wednesday, July 15, 2009
A Reflection on Learning and Cognitivism
This week I am at the Chautauqua Institute in New York. The theme of the lectures this week is mental health. I attended an interesting presentation by Dr. Thomas Insel, the director of the National Institute of Mental Health, where he shed light on to how the brain continues to develop and change during our lifetime. He said that the brain is an information processing machine more powerful and complicated than anything else known. According to Dr. Insel, the brain’s growth and connection patterns are determined by experience. The more I listened to his presentation, the more I realized how many aspects of cognitivism he was addressing.
This week in class we explored cognitivism and specific instructional strategies in relation to it. Understanding how elaboration, graphic images, dual coding, networking and short/long-term memory influence our learning; is the main construct of cognitivism. These are the components of cognitive learning theory (Laureate, 2009). Whereas behaviorism looks at how our external environment shapes our learning, cognitivism looks to the functioning of our brain as the main emphasis for understanding learning.
Cognitive learning theory views learning as organizing information in such a way as to connect with our existing understanding. The cognitive tools I read about this week are many and varied; yet all very useful in teaching/learning. In the online text, the chapter on cognitive tools presents four roles that such tools play. Technology can support each of the four tools-information seeking, information presentation, knowledge organization and knowledge integration (Orey, 2001). I took a workshop several years ago on experiential learning which supports knowledge integration. Nowadays virtual field trips allow students to experience places that they may never be able to visit. One example of experiential learning that my students participate in is a 10 week long online stock market investment competition. I have witnessed how engaged they are and how they experience the effects of their decision-making and time management skills. I agree that ‘there is no debate about the worth of experience in learning’ (Orey, 2001).
In the chapter titled Cues, Questions and Advanced Organizers, many useful technology tools were discussed (Ptiler, Hubbell, Kuhn and Malenoski, 2007). I have come to realize the importance of cueing students in to what they are about to learn. The reading also helped me to understand the importance of how my questions are worded, in helping students to access prior knowledge and access memories. As a result of what I have learned this week, I have better ways of preparing my students to learn.
The spreadsheet tool is one topic I discussed with a college student yesterday. He was able to speak personally of the importance of technology as it relates to his learning. In fact, we discussed two accounting classes he took and how much more he learned in the class that used Microsoft Excel extensively. He even gave me a fantastic idea of how to incorporate it into my accounting class. I will definitely use the ideas he shared with me the next time I teach my accounting students a unit on payroll.
It is helpful for students to organize information before they can connect it to prior learning. The chapter titled “Summarizing and Note Taking” provided a number of interesting tools and strategies. The author noted that although note taking was an invaluable skill for students, teachers rarely taught note taking as a skill (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 120). I am one of those teachers guilty of assuming students know how to take notes. This is a skill I will need to teach to my students. In reading prior notes they took, I couldn’t understand why they were vague and disjointed. It never occurred to me that they didn’t know how to take notes.
For me the most valuable cognitive technology tool I learned about this week is concept mapping. Although I had students use graphic organizers before, the concept map includes the valuable ‘focus question’ and ‘cross-links’ elements. “Concept maps help students learn material in a manner that is conceptually clear and with examples and language that relate to the learner’s prior knowledge (Novak and Canas, 2008, p. 3). I believe that incorporating concept mapping and rubrics into my instructional strategies, will make learning a more pleasant and effective experience for my students.
Having a better understanding of how one learns is a valuable tool for a teacher. One can build a house, but without a proper foundation, it won’t survive long. In addition having the proper tools will make the structure a work of art, rather than just a structure. I feel like I am an apprentice carpenter, learning how to build a house of learning-my classroom. I have come so far and have so much more to learn.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction,
and technology. Baltimore: Wolfe.
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
Orey, M.(ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
June 30, 2009 from http://projects.coe.uga.edu/epltt/indes.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
This week in class we explored cognitivism and specific instructional strategies in relation to it. Understanding how elaboration, graphic images, dual coding, networking and short/long-term memory influence our learning; is the main construct of cognitivism. These are the components of cognitive learning theory (Laureate, 2009). Whereas behaviorism looks at how our external environment shapes our learning, cognitivism looks to the functioning of our brain as the main emphasis for understanding learning.
Cognitive learning theory views learning as organizing information in such a way as to connect with our existing understanding. The cognitive tools I read about this week are many and varied; yet all very useful in teaching/learning. In the online text, the chapter on cognitive tools presents four roles that such tools play. Technology can support each of the four tools-information seeking, information presentation, knowledge organization and knowledge integration (Orey, 2001). I took a workshop several years ago on experiential learning which supports knowledge integration. Nowadays virtual field trips allow students to experience places that they may never be able to visit. One example of experiential learning that my students participate in is a 10 week long online stock market investment competition. I have witnessed how engaged they are and how they experience the effects of their decision-making and time management skills. I agree that ‘there is no debate about the worth of experience in learning’ (Orey, 2001).
In the chapter titled Cues, Questions and Advanced Organizers, many useful technology tools were discussed (Ptiler, Hubbell, Kuhn and Malenoski, 2007). I have come to realize the importance of cueing students in to what they are about to learn. The reading also helped me to understand the importance of how my questions are worded, in helping students to access prior knowledge and access memories. As a result of what I have learned this week, I have better ways of preparing my students to learn.
The spreadsheet tool is one topic I discussed with a college student yesterday. He was able to speak personally of the importance of technology as it relates to his learning. In fact, we discussed two accounting classes he took and how much more he learned in the class that used Microsoft Excel extensively. He even gave me a fantastic idea of how to incorporate it into my accounting class. I will definitely use the ideas he shared with me the next time I teach my accounting students a unit on payroll.
It is helpful for students to organize information before they can connect it to prior learning. The chapter titled “Summarizing and Note Taking” provided a number of interesting tools and strategies. The author noted that although note taking was an invaluable skill for students, teachers rarely taught note taking as a skill (Pitler, Hubbell, Kuhn & Malenoski, 2007, p. 120). I am one of those teachers guilty of assuming students know how to take notes. This is a skill I will need to teach to my students. In reading prior notes they took, I couldn’t understand why they were vague and disjointed. It never occurred to me that they didn’t know how to take notes.
For me the most valuable cognitive technology tool I learned about this week is concept mapping. Although I had students use graphic organizers before, the concept map includes the valuable ‘focus question’ and ‘cross-links’ elements. “Concept maps help students learn material in a manner that is conceptually clear and with examples and language that relate to the learner’s prior knowledge (Novak and Canas, 2008, p. 3). I believe that incorporating concept mapping and rubrics into my instructional strategies, will make learning a more pleasant and effective experience for my students.
Having a better understanding of how one learns is a valuable tool for a teacher. One can build a house, but without a proper foundation, it won’t survive long. In addition having the proper tools will make the structure a work of art, rather than just a structure. I feel like I am an apprentice carpenter, learning how to build a house of learning-my classroom. I have come so far and have so much more to learn.
References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction,
and technology. Baltimore: Wolfe.
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
Orey, M.(ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
June 30, 2009 from http://projects.coe.uga.edu/epltt/indes.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Monday, July 6, 2009
Repetition and Reinforcement: Behaviorism at Its Best
Currently I am taking an online course titled “Bridging Learning, Theory and Technology”. This week we are learning about the theory of Behaviorism and how it relates to two learning strategies. The two learning strategies are ‘reinforcing effort’ and ‘homework and practice’. In this blog entry I will be commenting on how the two strategies correlate with Behaviorism.
We know that for learning to occur in the classroom, student and teacher behavior must support a caring learning environment. Students come to school with a repertoire of behaviors based on their culture, prior experiences and, perhaps even, brain chemistry. Some student behavior fosters learning and some doesn’t. One key tenant of behaviorism is reward. Students are given positive and negative reinforcement in order to support or extinguish certain behaviors. Likewise students will behave in ways that bring them positive feelings and the approval of people they hold in high esteem (Orey, 2001).
I recall reading a book some years ago by Anthony Robbins titled “Awaken the Giant Within.” In the book he discussed how people will change their behaviors to gain pleasure and/or avoid pain. He said that given the choice between the two, we will first avoid pain. Thus if we want to change a behavior we should reflect upon and write down all the pleasure we will receive when we change the behavior and all the pain we will endure if we don’t change the behavior. I use this exercise with all of my students at the beginning of the school year. It helps them to see the correlation between their behavior and the results of that behavior. I did not realize that I was teaching them the basics of Behaviorism.
There are many ways Behaviorism can be used in teaching/learning. According to James Hartley (1998) two of the key principles of learning are repetition and reinforcement. By using the strategy of ‘reinforcing effort’, students gain a better understanding of the correlation between effort and eventual achievement (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 156). This is a valuable life lesson for them to learn.
Technology is very useful in the strategies of reinforcement and repetition. Students can use an excel spreadsheet to track their effort by evaluating their attention in class, participation in discussion, homework, studying and note taking (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 158). This can then be used to correlate with the formative and summative classroom assessments. In my accounting class, I used to keep a hand spreadsheet that I used for inputting their online grades. Next year I will be having students complete and reflect (in writing) upon their own spreadsheets. I will try to find a way for students to anonymously post this information to a class spreadsheet. This will permit them to see their efforts and results in relation to their classmates.
The text by Pitler, Hubbell, Kuhn and Malenoski also suggested using http://www.surveymonkey.com/ and rubrics. I have used Survey Monkey only once, but plan to use it frequently in the future. It is easy to set up and fun for the students to use. More importantly for me; it allows the teenagers I teach to express themselves without peer pressure and permits me to accumulate useful data. One survey I plan to present early in the school year will deal with their homework habits.
I learned some valuable information in the chapter on homework and practice in the text by Pitler, Hubbell, Kuhn and Malenoski. I need to articulate the purpose and outcomes of the homework assignments to students along with giving them timely feedback. This has not been a strong suit for me.
Students often tell me they don’t understand why they need to practice a skill. I now have research to support my intuitive sense on the importance of practice. Students usually need approximately 24 practice session with a skill to obtain 80% competency (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 188). I am keeping that statistic handy for next year.
My greatest challenge is in getting my high school students to do any homework outside of the classroom. I teach all elective courses. My administration has already told me to give ample time during class for most students to complete their homework. Most of my students either participate in extracurricular activities or work after school. Many work 30-40 hours per week. It is not unusual for them to get 4-5 hours of sleep, not getting home until 11 p.m. from work and then beginning homework in their core courses. Most of my students are not honor students and are happy with less than average grades. Too much contact with parents tends to ‘shut down’ my students. They are at a very ‘independent’ stage in their psychological development and don’t like Mom/Dad to be very involved in their education. Of course the parents feel differently. My challenge is to get my students to see beyond today and tomorrow and into their future five, ten or twenty years from now. I need to help them see education as their ticket to freedom. Wish me luck!!!
References
Laureate Education, Inc. (Producer). 2009. Program 4. Behaviorism. [Motion picture].
Bridging Learning Theory, Instruction, and Technology. Baltimore. Author.
Orey, M.(ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
June 30, 2009 from http://projects.coe.uga.edu/epltt/indes.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999) ‘The behaviourist orientation to learning’, the encyclopedia of informal
education, www.infed.org/biblio/learning-behavourist.htm, Last update: Mark K. Smith
1999.
We know that for learning to occur in the classroom, student and teacher behavior must support a caring learning environment. Students come to school with a repertoire of behaviors based on their culture, prior experiences and, perhaps even, brain chemistry. Some student behavior fosters learning and some doesn’t. One key tenant of behaviorism is reward. Students are given positive and negative reinforcement in order to support or extinguish certain behaviors. Likewise students will behave in ways that bring them positive feelings and the approval of people they hold in high esteem (Orey, 2001).
I recall reading a book some years ago by Anthony Robbins titled “Awaken the Giant Within.” In the book he discussed how people will change their behaviors to gain pleasure and/or avoid pain. He said that given the choice between the two, we will first avoid pain. Thus if we want to change a behavior we should reflect upon and write down all the pleasure we will receive when we change the behavior and all the pain we will endure if we don’t change the behavior. I use this exercise with all of my students at the beginning of the school year. It helps them to see the correlation between their behavior and the results of that behavior. I did not realize that I was teaching them the basics of Behaviorism.
There are many ways Behaviorism can be used in teaching/learning. According to James Hartley (1998) two of the key principles of learning are repetition and reinforcement. By using the strategy of ‘reinforcing effort’, students gain a better understanding of the correlation between effort and eventual achievement (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 156). This is a valuable life lesson for them to learn.
Technology is very useful in the strategies of reinforcement and repetition. Students can use an excel spreadsheet to track their effort by evaluating their attention in class, participation in discussion, homework, studying and note taking (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 158). This can then be used to correlate with the formative and summative classroom assessments. In my accounting class, I used to keep a hand spreadsheet that I used for inputting their online grades. Next year I will be having students complete and reflect (in writing) upon their own spreadsheets. I will try to find a way for students to anonymously post this information to a class spreadsheet. This will permit them to see their efforts and results in relation to their classmates.
The text by Pitler, Hubbell, Kuhn and Malenoski also suggested using http://www.surveymonkey.com/ and rubrics. I have used Survey Monkey only once, but plan to use it frequently in the future. It is easy to set up and fun for the students to use. More importantly for me; it allows the teenagers I teach to express themselves without peer pressure and permits me to accumulate useful data. One survey I plan to present early in the school year will deal with their homework habits.
I learned some valuable information in the chapter on homework and practice in the text by Pitler, Hubbell, Kuhn and Malenoski. I need to articulate the purpose and outcomes of the homework assignments to students along with giving them timely feedback. This has not been a strong suit for me.
Students often tell me they don’t understand why they need to practice a skill. I now have research to support my intuitive sense on the importance of practice. Students usually need approximately 24 practice session with a skill to obtain 80% competency (Pitler, Hubbell, Kuhn and Malenoski, 2007, p. 188). I am keeping that statistic handy for next year.
My greatest challenge is in getting my high school students to do any homework outside of the classroom. I teach all elective courses. My administration has already told me to give ample time during class for most students to complete their homework. Most of my students either participate in extracurricular activities or work after school. Many work 30-40 hours per week. It is not unusual for them to get 4-5 hours of sleep, not getting home until 11 p.m. from work and then beginning homework in their core courses. Most of my students are not honor students and are happy with less than average grades. Too much contact with parents tends to ‘shut down’ my students. They are at a very ‘independent’ stage in their psychological development and don’t like Mom/Dad to be very involved in their education. Of course the parents feel differently. My challenge is to get my students to see beyond today and tomorrow and into their future five, ten or twenty years from now. I need to help them see education as their ticket to freedom. Wish me luck!!!
References
Laureate Education, Inc. (Producer). 2009. Program 4. Behaviorism. [Motion picture].
Bridging Learning Theory, Instruction, and Technology. Baltimore. Author.
Orey, M.(ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
June 30, 2009 from http://projects.coe.uga.edu/epltt/indes.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD.
Smith, M. K. (1999) ‘The behaviourist orientation to learning’, the encyclopedia of informal
education, www.infed.org/biblio/learning-behavourist.htm, Last update: Mark K. Smith
1999.
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