Our learning resources shared that when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In developing a hypothesis, teachers help students through: systems analysis, problem solving, historical investigation, invention, experimental inquiry, and decision-making, (Pitler, Hubbell, Kuhn, & Malenoski, 2007).
Reflecting on the correlation of the constructivist/constructionist learning theories, Dr. Orey stated that with constructionism, students need to have first hand experience. They learn best when they build an external artifact or something they can share with others; whereas, the constructivist actively constructs his/her own meaning, (Laureate Education, Inc., 2009). I agree with our text authors when they said that technology plays a vital role in generating and testing hypotheses. Technology allows students to spend more time interpreting the data rather than gathering the data, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Showing the students how to use MS Excel, Access, PowerPoint, etc., gives them the ability to analyze data in many different ways. For example, my students create a household budget and then create several charts and graphs to show their data. In that, they are using the mechanisms of learning that Dr. Orey mentioned in the DVD learning. By implementing instructional strategies, students learn how to assimilate and accommodate information to fit what they currently know. I am a firm believer that students do learn by example. In generating a hypothesis, it gives students the ability to open their minds, think thoroughly about a topic and come up with a solution. As we continue to teach our students how to become lifelong learners, we are doing just as the teacher stated in our DVD: we are preparing our students to solve problems, think critically, as well as prepare them for the jobs of the future.
Resources
-Laureate Education, Inc. (Producer). (2009). Program six. Constructionist and
Constructivist Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.
-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.
Wednesday, May 27, 2009
Wednesday, May 20, 2009
Cognitive Learning Theories
Cognitive theorists explain learning in terms of how one thinks. They say learning and problem solving represent mental processes that are undetectable by mere observation, (Lever-Duffy & McDonald, 2008). Dr. Orey presented that learning revolve around information processing. The Information Processing Model consists of sensory input of information, short-term memory, and rehearsal, (Laureate Education, Inc., 2009). The instructional strategies presented this week correlates with the principles of the cognitive learning theory by aiding in their learning. These strategies focus on enhancing students’ ability to retrieve, use, and organize information about a topic, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The ultimate goal for any student is to be able to obtain information, process it, and store it in their long-term memory, (Laureate Education, Inc., 2009).
When we provide cues and questions, our students have a clearer sense of what they are going to learn, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teaching them how to take notes would definitely aid in their comprehension of the information presented. From, limited short term memory, dual coding, elaboration, and network model of memory; these components key factor is making connections, (Laureate Education, Inc., 2009). Tools such as teacher based notes, combination notes, Inspiration, and PowerPoint are tools that correlate with the cognitive learning theory which aids our students in processing information.
Overall, we learned that “when students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer and the computer enhances their thinking and learning. The effective use of cognitive tools should enable learners to undertake this process and assist them in experiencing cognitive processes that would be impossible with such tools.” (Orey, 2001).
Resources
-Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.
-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.
When we provide cues and questions, our students have a clearer sense of what they are going to learn, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Teaching them how to take notes would definitely aid in their comprehension of the information presented. From, limited short term memory, dual coding, elaboration, and network model of memory; these components key factor is making connections, (Laureate Education, Inc., 2009). Tools such as teacher based notes, combination notes, Inspiration, and PowerPoint are tools that correlate with the cognitive learning theory which aids our students in processing information.
Overall, we learned that “when students work with computer technology, instead of being controlled by it, they enhance the capabilities of the computer and the computer enhances their thinking and learning. The effective use of cognitive tools should enable learners to undertake this process and assist them in experiencing cognitive processes that would be impossible with such tools.” (Orey, 2001).
Resources
-Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.
-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.
Wednesday, May 13, 2009
EDUC 6711-Week 2: Behaviorism Blog
Pitler, Hubbell, Kuhn, and Malenoski stated that, “effort is the most important factor in achievement. The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning,” (2007). Reflecting on the strategies in our resources, implementing technology gives teachers and students the ability to see visually how a student is behaving and how they are performing in class. The use of rubrics, spreadsheets, charts, and graphs, are a great way for students to track their success and see the areas in which they need to improve,
“Homework and practices give students a chance to review and apply what they have learned. Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In instructional technology, having tutorials gives individuals programmed instruction to aid them in completing assignments. Many programmed instructions are fun and engaged computer programs designed to keep the student interested.
Correlating strategies, theories, and learning are key essentials any teacher must take in planning effective instruction. Applying the principles of the behaviorist learning theory, overall students learn as a response to the environment. For students, if completing homework, reinforcing effort, and completing practices were something that they enjoy doing, they would change their behavior in order to receive the desired reward.
References
-Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
- Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
“Homework and practices give students a chance to review and apply what they have learned. Homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills, (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In instructional technology, having tutorials gives individuals programmed instruction to aid them in completing assignments. Many programmed instructions are fun and engaged computer programs designed to keep the student interested.
Correlating strategies, theories, and learning are key essentials any teacher must take in planning effective instruction. Applying the principles of the behaviorist learning theory, overall students learn as a response to the environment. For students, if completing homework, reinforcing effort, and completing practices were something that they enjoy doing, they would change their behavior in order to receive the desired reward.
References
-Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
- Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Sunday, May 3, 2009
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