Transitioning from Knowledge to Synthesis - Reflection

As a result of my learning from this course, I have truly learned that students of the 21st century will definitely need a lot of learning theories, instructional practices and various technology tools to further enhance and enrich their overall learning experiences. I have learned that students will have to learn to collaborate with a team effort, also they will have to possess a wealth of knowledge about technology and they will definitely need to explore these skills everyday so they are able to function in such a different world than what we have become to know as students ourselves. I have really enjoyed exploring the different areas of technology that we were introduced to and it has been a joy learning how to integrate these foundations in my everyday classroom efforts and teaching. I truly do have a better understanding of how to apply these learning theories and instructional practices in the classroom and I will enjoy watching my students apply their efforts to this knowledge. As my students learn more, they will definitely grow and develop into better social and cognitive learners.
The knowledge I have gained will allow me to integrate this knowledge into my everyday teaching so my students can have a wealth of knowledge as they grow into lifelong learners. Students will learn how to blog, use wiki spaces, collaborate with other students in different parts of the world, etc. As an educator, I believe it is our responsibility to prepare our students for the future and make sure they are well prepared. Because I now have this wealth of knowledge myself, I am able to prepare my students with the proper technology skills and therefore overall, the needs of all my learners will be met. Because I am such a big fan of differentiation in the classroom, I know that technology plays a crucial role in instruction being differentiated for all learners.
One professional development goal is to introduce my students to communicating on a blog space. Students will learn how to communicate with each other as well as other students. Step one will be to introduce to my students how to blog. Next we will start out small by blogging to each other. I will then attempt to take my students to the next level by contacting perhaps maybe one of my classmates so we blog with their class about some math and science topics. Lastly, by introducing my students to this effort will definitely increase my knowledge as well. I also commit to keep up with the latest trends with technology so I can keep my students up on the latest technology skills as well. As a professional, I do have to make sure I have the approval of my administration before beginning any efforts. I also have to keep parents informed as well and I will do this by sending them a letter before we get started. As a last step, our local college host a technology fair each year, and I will plan to allow my students to participate in this effort so they are able to show off their work to the community.

Reflection on: “Personal Theory of Learning”

Theory of Instruction and Theory of Learning are probably two entities that can be placed together and developed together. I understand that theory of instruction is how the teacher presents the information to the students and theory of learning is how the students receive the information from the teacher and I have not changed from that thought. Teachers are held to providing as many different ways to present information to students so that learning is meaningful, memorable and students can use it throughout their life. There are many people who have provided many studies toward this thinking, however, every student does not learn the same, and therefore, the teacher’s duty is to provide students with what is needed in order for learning to be all it can be for the student.
As we move toward an era where teachers will recognize more about differentiated instructional strategies, all the needs of students can and will be met.
I believe that theory of learning is most important but cannot function completely without the help of the theory of instruction. Again, it is how the teacher presents the information to the student that will become more meaningful to them. As we began to move into an era where technology is very important, students must have the knowledge of how and when to use technology. This is where the classroom comes in to play a vital role in this strategy. Students are very interested in technology and will probably display more knowledge that what we realize they will. The goal is to prepare the student for future use of technology in the classroom and in the real world. Technology will probably be the most important part of the world in about 5-10 years; therefore students need to be prepared for this transition.
My personal theory of learning is strongly linked to Differentiated Instructional teaching. Teachers can differentiate the content, the process, or the product. It matters how you present the information to the students because all students learn differently. Through this process, teachers must incorporate technology, because this is a strong area of differentiation. Technology can go in the area of content, process and product. I use technology a lot in my classroom. Some examples of technology usage in my classroom is individual laptops, my Smart Board, my Document Camera (The Elmo), in Science we use the video cameras and digital cameras. Students are allowed to work on different activities, video games, create projects and work with the teacher in small groups with the Smart Board.
Because I believe that all students learn differently, it is very important to me that I create lessons that are meaningful to the students. Howard Garner’s multiple intelligences play a great part in differentiated instruction, because we need to know each student, so as teachers we can meet their needs. Lever-Duffy & McDonald states, “The act of teaching requires an understanding of learning and an understanding of the individual and environmental factors that affect the learner. It also requires an understanding of yourself and the individual and environmental factors that affect you as a teacher.” So in conclusion, when I design lessons, I make sure I am meeting the needs of everyone of my students. I take time to learn my students and know their likes and dislikes. Mostly all of my students love technology, but I take into consideration their needs and I apply technology according to their needs. I am logical-mathematical, musical, bodily kinesthetic and interpersonal. This comes largely because I am a teacher, I was involved in music for the larger part of my life, I am the dance line coach at my school presently, I love to solve problems, I am a basketball coach during the school year and during the summer and I am a tactile and visual learner. Also, while working on my papers, I use music on my computer and listen to the television at the same time. So I am able to notice what my students like and do not like, therefore, I am able to meet their needs in the classroom.

My two personal goals are to integrate blogging for the means of assessment and thought from my students on what they are studying. Another long term goal is to allow technology play a higher role in my classroom as I realize that my students do indeed enjoy technology very much and look forward to learning from it. I have made a pact to with my Principal's approval to implement a Learning Cafe' at our school, therefore students are able to blog, collaborate with their classmates outside of school time, etc..... We will work hard to make plans to meet the needs of all students where ever needed. My outline is to strive to stick to my plan and meet the students where they are in their learning.

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

Connectivism and Social Learning in the Classroom

The instructional strategy of Cooperative Learning focuses on having students interact with each other in groups in ways that enhance their learning ((Pitler, Hubbell, Kuhn, & Malenoski, 2007). Technology can definitely play a great part in this area of learning. I use this strategy quite often in my classroom, because I love seeing my students working cooperatively in groups, learning from each other. I rarely have more than four students in my groups and they are usually based on ability levels. All my students do believe they can work on the same level as the next person, however sometimes it is hard for me to see that in their work, but I never allow them to think any different.

Social networking in the classroom is a great tool. Students learning to work in a social setting where they are allowed to talk to each other and bounce ideas off of each other. My students work from Math Menus and they are always given a choice of what they want topic the group wants to work on. Dr. Orey, (Orey, 2009) states that Collaborative Learning is allowing students to be engaged in the learning while constructing projects and assignments through conversation. I really like the Math Forum website for my students to get ideas for Math Projects. Students love being able to work in a social setting and having a choice on what their thought patterns will be for the day.

Lastly, technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Students love seeing their work posted and viewed after taking extra care to complete it.

Students Performing Below Grade Level

Constructivism in Practice

Dr. Orey state that "Constructivism is a theory of knowledge stating that each individual actively constructs his/her own meaning of various topics". Also, it is a theory of learning that states students learn best when they build an external artifact or something they can share with others.

As I think about the 21st century students, technology definitely plays and will play a great role in their future. Therefore, incorporating technology into their lessons on a daily basis is essential for greater learning. As Dr. Orey (DVD, 2009) explains about the constructivism/constructionist theory, this will allow students to share examples and models of their learning and allows the student to display or show their understanding of a topic using technology. Teachers should always allow students to work on projects and tasks that allows the student to show their thinking, understandings and beliefs of a certain topic.

Dr. Orey (DVD, 2009) states that constructivism and constructionism is no absolute thing, because it is a theory of knowledge that allows individuals to actively construct his/her own meaning of a subject. Therefore, because I teach Math and Science this becomes very valuable in my classroom. Students will be able to use technology to display their own way of thinking about a certain activity or topic. For instance, in ecology, students will be able to use technology to develop their own food chain or food web and after doing that, the students can create a website showing their work or create their own project using every aspect of technology like a Power Point.

In Math, the students can use a topic or lesson like Geometry to create their own Geometry Map or city using technology. Students can obtain whatever is needed from the Internet and create a book that will show their Geometry Map or City. Students can create a explanation of their city or map to share with other students.

My students have used technology to do project-based assignments in Science before with Weather, however my goal would be to use project-based assignments more in Math. My students created Weather Maps using the laptops. Students entered Weather symbols, temperatures, storm clouds, sunny skies, etc on their maps. Students then wrote a short report on their map and turned it in for a grade. This was their culminating activity for their unit in Science on Weather.

Therefore, "Pitler, Hubbell, Kuhn and Malenoski (2007) state that the strategy for generating and testing hypotheses is often thought of in the context of science concepts, it is applicable in all content areas. Students and be asked to test their hypotheses in all concept areas, especially in Math and Reading. Not that they cannot do it in Language Arts and Social Studies, those are two areas that are very evident. As a teacher we can use higher order questioning that will allow the students to use this type level of thinking that will be very useful to them.

Cognitive Learning Theories

As we think about cognitive learning theories, it is heavily associated with the thinking and application of students in the classroom. As we apply technology, students are able to apply technology to concept maps, graphic organizers, blogs, and other different learning tools online. We were asked to apply “Summarizing and Note Taking.” along with “Cues, Questions, and Advance Organizers”. These areas are awesome thoughts when dealing with cognitive learning because it forces the students to be in thought process and recalling relevant information that will be needed for the future.

As I think about "Summarizing and Note Taking, I think about what is happening in my own classroom. I utilize graphic organizers a great deal in conjunction with summarizing and note taking in my classroom. These areas are a key and central part of the learning in my classroom. Students are able to use graphic organizers for note taking, study material and summarizing at the end of a unit. I believe that summarizing, note taking, cues, questions, and advance organizers are all intertwined to make the learning atmosphere greater. Which brings me to cues, questions and advanced organizers: Teachers should be able to utilize each of these areas in the classroom while at the same time allowing students to think through different areas of study.

As we think about technology and cognitive learning theories, "Pitler, Hubbell, Kuhn and Malenoski (2007)states "When cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use and organize information about a topic, they are most effective. Also, Cues are explicit reminders or hints about what students are about to experience, Questions perform the same function as cues by triggering students' memories and helping them to access prior knowledge and Advance Organizers, is a concept originally developed by David Ausubel (1960), and they are structures that teachers provide to students before a learning activity to help them classify and make sense of the content they will encounter, particularly new content that is not well organized in its original format".

Lastly, cognitive learning theories goes with summarizing and note taking as well. "Pitler, Hubbell, Kuhn and Malenoski (2007)states that summarizing and note taking is a strategy that focuses on enhancing students' ability to synthesize information and distill separate important information from extraneous information and state the information in their own words. As I think about concept mapping, this will play a great part in the learning tool of cognitive theories in technology because students are able to create their learning online. Therefore, all aspects of cognitive learning is beneficial to the learning process for the student. Incorporating technology will allow the student to use these same tools online, therefore these tools can be recall in the future when needed.

BEHAVIORISM IN PRACTICE

This week in our reading, we explored two different instructional strategies that embed technology which is "Reinforcing Effort" and "Homework and Practice". While exploring these two different examples of Behaviorism-Based Technology, "Pitler, Hubbell, Kuhn and Malenoski (2007) states that "Reinforcing Effort" enhances students understanding of their effort and achievement while at the same time helping the student to address their beliefs about their learning. Also, "Homework and Practice" allows the student to review and practice what has been taught in the classroom and display what they have learned through practice and homework." The behaviorist learning theory focuses on reinforcement and punishment. Therefore, I believe homework and practice should be used as reinforcement for the student but should never be used as punishment for any student. Students should be allowed to work with homework and practice at their own pace and should never be overwhelming to the student. Dr. Orey (2009) mentions that teachers should reinforce the behavior they want to see through reward and punish the behaviors they don't want to see. Therefore, the environment should accommodate the behaviors the teacher wants to see.

In our classrooms as I mentioned before, I students practice math facts on a daily basis. After practicing the math facts, they are given a certain group of facts they should know each week. The students are given a pre-test over the math facts and they they can practice for a week and then they take the post test over those same facts. Students are encouraged to create flashcards so they can work on the ones they don't know until the post test is given. Therefore, the website: http://classroom.jc-schools.net/basic/math.html would be very beneficial to my students because it has several websites list that will help the students practice their facts and also students could use these same website at home for reinforcement of those facts they have studied already in the classroom. We also use graphs were the students keep track of their performance from pre-test to post-test. Students are able to look at the graph and see their improvement and downfalls if any. Likewise the teacher can use view the graphs and keep track of student performance as well, so we can know how to help the student make improvements if needed. Pitler, Hubball, Kuhn, and Malenoski (2007) mentions as an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills.

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

Laureate Education, Inc. (Executive Producer). (2009). Bridging Learning Theory, Instruction, and Technology. [DVD]. In Designing curriculum and instruction. Baltimore: Author.