Through the reading, DVD’s and discussions for this course I have realized that students need more time devoted to the details of the new literacy skills that they will need not only for school but for their work and home life when they have completed school. A little time spent on the new literacy skills can go a long way for many students. In high school most students have a surface level fluency in the new literacy skills but lack great depth and efficiency. In the course text I learned about the QUEST technique for teaching students how to effectively and efficiently research a topic. In the quest students learn a system for developing a question, understanding resources, evaluating the resources, synthesizing the information they have gathered and transforming the information in a way to communicate in their own words (Eagleton & Dobler, 2007). This specific process was new to me. I learned important steps in the research process that I will begin to use in my classroom to teach my students how to more effectively conduct research.
In order to properly equip my students I must continue to develop my 20th century literacy skills. I will first continue this process by finishing out my Masters degree in Integrating Technology in the Classroom through Walden University. Once I have completed my masters degree I will continue my professional development through courses that are offered through our district and through the local college that are focused on technology skills and integrating the new literacy skills in the classroom.
Eagleton, M. and Dobler, E. (2007). Reading the web; strategies for internet inquiry. New York, NY: The Guilford Press.
Scientists, Psychologists and Educators have all studied the brain and the learning process to try to find out how it all works. In the research process many theories have been developed about how children and adults learn. An expert teacher will research the multiple theories and learn from the best findings in each theory to develop their own model of instruction. I primarily view the learning process as “a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used” as the cognitivists view learning (Lever-Duffy & McDonald, 2008, p. 16). The constructivist perspective also adds to my practices. Constructivists rely on cognitive concepts but view the learning process as a unique product for each individual (Lever-Duffy & McDonald, 2008). One detail that supports the constructivists’ theory is the reality that emotion is a vehicle for learning (Laureate Education, Inc., 2009 a). Throughout this course I have realized more and more that each individual student comes to class with their own unique background and experiences. This is one of the main elements that shapes the encoding process for students when they are learning new material.
I have taken my research and understanding of the learning process and developed my procedures and practices in the classroom. As I continue to learn more about the brain and how students learn I will revise my procedures and practices in the classroom to make the learning process more meaningful for my students. I now believe that retrieval of previously obtained knowledge and experiences are crucial in the process of learning new material and the later retrieval of that information.
Technology can be used as a tool to aid in the encoding and storage of new information. When students explain what they have learned to others it reinforces the retention and comprehension of the data. Voice Thread is an online tool that I will use to have students display and comment on their work and learning tasks. Students will also use Voice Thread to look and listen to other students’ creations and comment on their work. Allowing students to review and revise their work on Voice Thread will provide a safe way for them to display their work without feeling pressured or embarrassed. Another tool I will use is the creation of concept maps online. By creating these graphic organizers online the process will be faster and more fun in addition to less stressful with the use of templates. Graphic organizers are extremely important for visual learners. When a student is dealing with a lot of words or numbers a concept map can help them organize the new information into a way that makes logical sense and allows them to see it visually.
These adjustments will provide for greater student achievement. In addition it will lead to the need for new goals in my instructional practices regarding the integration of technology. I have set two goals for myself in this regard. First of all, I have an interactive board in my classroom. Most of the use of the board in the past has been as an instructional tool. I have set a goal for myself to use the interactive board more and more as a learning tool instead of as an instructional tool. I need to develop more lessons that use the interactive board that are student centered and not teacher centered. In order to achieve this goal I will reevaluate my lessons and ask myself if the lesson is student centered or teacher centered before the day of the lesson. If the lesson is teacher centered
Secondly, in my classroom I only have two computers. In the school we have a computer lab in the media center and a mobile lab of ten computers that can be checked out on a daily basis. One of the issues for me to be able to use technology in my classroom when appropriate is the planning well in advance. When technology would be most advantageous in my learning tasks I need to have planned in advance considerably to insure that the computers are available for my use and to make sure the computers have on them the programs that the students will need to use.
As this course draws to an end I have reviewed and revised my personal learning theory. This has been accomplished as a result of the learning throughout this course of technology and details of different learning theories. I will work toward the goals I have set as a result of this course and continue to student learning tools involving technology and the support they provide for student learning needs.
References
Laureate Education, Inc. (Executive Producer). (2009). Brain Research and Learning [Motion Picture]. Bridging learning theory, instruction, and technology. Baltimore: Wolfe, P.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
View my voice thread and let me know your suggestions to my desk dilemma.
http://voicethread.com/share/572925/
According to the social learning theory students must be actively engaged in conversations to construct meaning in their academic learning. There are many ways to provide opportunities for students to collaborate with other students and with adults. Cooperative learning allows for students to cultivate meaning and develop new knowledge through interaction with others. There are a variety of tools that can be used to facilitate cooperative learning. Some of these tools include web sites, web quests, multimedia, shared calendars and bookmarking and simulation games. I use an online web source called classjump to post documents, assignments, and upcoming events for each class I teach. The students can download documents as well as upload documents to send to me through the site. I have also had my Algebra II students design a web site as an end of the year project. I was very pleased with the way the students collaborated in teams to get their project complete. The site has a few technical glitches but I encourage you to check it out and see how this type of project might work in your classroom. All of these tools enable students to collaborate as well as open up the communication between teachers and parents as well as colleagues. There are a few guidelines to keep in mind when using collaborative learning. When the groups are creating or producing assignments it is important to give rubrics to guide the students so they will know what is expected of them. In addition, students often need to be assigned specific tasks to ensure that the work load is distributed fairly and that everyone in the group is learning from the task.
Please visit the web site created by my Spring 2009 Honors Algebra II Class. http://sites.google.com/site/algebraiishs/
In discovery or project based learning students are guided through research or experiments. Based on what they already know they form conjectures or hypotheses. Throughout the learning task they test their hypothesis to see if they are correct or if there are adjustments to be made. This can be done more effectively and efficiently with the use of technology. Different types of technology can be used to generate, chart and analyze data.
These types of learning tasks correlate well with the principles of the constructivist and constructionist learning theories. Students are drawing from what they already know to make conjectures and then testing to see if what they thought was true is in fact correct. This hands on approach is student centered learning that uses multiple senses. Students have the opportunity to interpret and analyze information the way they see it best. Each individual student is able to use their own creativity in their conjectures, research and analysis. This makes the learning experience more personal and meaningful.
I have found that discovery based learning takes guidance and practice at first with students who are new to student centered learning. A teacher should never assume that students have experienced learning tasks like this in previous classes. If a teacher takes the time to properly guide and train the students initially they will develop the skills they need to effectively participate in discovery and project based learning in future assignments.
In the information processing model information is input through the senses, moved to the short term memory, and then rehearsed. These are the steps that are necessary when learning and storing information.
The key components of the Cognitive Learning Theories are:
1. Limited short term / working memory
2. Elaboration
3. Dual coding hypothesis
4. Network model of memory
In the course text this week there were five classroom strategies that were addressed in relation to the cognitive learning theory and technology.
1. Cues, Questions and Advance organizers
These strategies are used to preview or scaffold material. By previewing material teachers can help students categorize and make sense of new information. Some of the ways previewing can take place include words, pictures and charts. Providing students with the opportunity to use multiple senses allows the students to more fully develop the network in their brain that is used to retrieve the information when it is needed.
One method I like to use to preview material is through a web quest. In a web quest students follow directions to different links on the internet that provide them with information, pictures and questions to prepare them for the lesson. This applies the dual coding hypothesis that states that information is coded in more than one way when it is presented in picture form. This assists in retrieval because there are multiple paths to access the information.
Concept mapping is another great way to use technology to help students organize new material in a way that is understandable. The best concept mapping will use words and pictures so that there is a verbal and a graphic component.
The course text suggested using rubrics as an advance organizer to prepare students. I am interested in suggestions as to how this would work in mathematics.
2. Summarizing and note taking
Note taking is definitely a skill that needs more attention than it is given. In high school I have assumed that students learned how to take notes in middle school. This does not seem to be the case. Taking notes is necessary for students to compact information so that their short term memory is not maxed out and so that students have a clear and concise outline to rehearse or study from in order to retrieve information later. Summarizing is a skill that is necessary in conjunction with note taking. Summarizing can be done in small pieces throughout a lesson as well as in larger pieces at the end of a lesson or at the end of a unit.
I like the suggestion of using an upside down T-bar note taking format where the words and pictures go on each side of the divider and a summarizing sentence goes below the base bar. When summarizing I suggest summarizing in small increments throughout the lesson. One way to use technology to summarize is to have multiple choice questions that the students answer with activates or TI-Navigator calculators. I like the idea of using a blog to summarize at the end of each day or each lesson. Students can rotate posting a summary on the class blog and the other students in the class can have the assignment of responding to the summary posting.
3. Virtual Field Trips
Virtual field trips are a way for students to experience activities that would not realistically be experienced any other way. Virtual field trips are a way to elaborate and create an episode so that once again there are many ways to access the same information in the brain.
I. Reinforcing Effort
Behaviorists are those who believe that learning is a process of acquiring skills and knowledge as a result of positive and negative reinforcement (Lever-Duffy & McDonald, 2008). The crucial relationship for these learners is between the environment and the behavior they produce (Sternberg & Williams, 2002). If a student does not see an alternative action that can be implemented in order to achieve the desired outcome they will find it difficult to change their behavior.
Cognitively motivating students to value their work and their abilities can be hard for teachers but it creates significant and enduring changes in student performance (Sternberg & Williams, 2002). As students grow older they need to develop internal motivation in order to be successful in life (Sternberg & Williams, 2002). A student must view their academic achievement as something that is within their own control in order to be successful (Pitler, Hubbell, Kuhn, & Malenoski, 2007). Some of the strategies that can be used to address this need include making tasks relevant to students’ lives and interests and making tasks meaningful. Teachers can provide worth and meaning for instructional activities by explaining the objectives and reasons for the activities (Jones, V. & Jones, L., 2007). When students see their instructional activities as important and valuable they will want to be actively engaged in the learning process.
To distinguish their academic success and efforts student need to be involved in self evaluation. Students need to not only set goals for themselves but also evaluate their progress. Teachers can have the students use data to create tangible and solid reinforcement directly associated with the learning process and student effort (Jones, V. & Jones, L., 2007). There are three steps that can be taken to use data to evaluate student effort. First, students should be presented with a rubric to evaluate and rate their own effort. Second, students should create a spreadsheet to enter their rubric score and the assessment scores (i.e. tests, quizzes, etc.). Lastly, students should create a chart and graph their effort and their assessment scores (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This enables students to see their progress which in turn strengthens and supports the relationship between effort and achievement.
II. Homework and Practice
Homework is an opportunity for students to intensify their comprehension and achieve proficiency of content that has been taught. Students need repeated exposure to content and practice in order to be successful. Homework is a means for this repeated exposure that is necessary. Traditionally homework is done with pencil and paper. With technology being increasing availability there are numerous ways that homework can be completed in a nontraditional way. The possibilities are practically endless and vary from subject to subject. Students can completed their homework practice in a way that best meets their needs when teachers use a variety of activities including technology (Pitler, Hubbell, Kuhn, & Malenoski, 2007). This also enables teachers to be flexible and differentiate homework where necessary for students. Technology can provide students with more immediate feedback and reinforcement which is crucial from a behaviorist’s perspective.
References
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 Education, Inc.
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.
Sternberg, R., & Williams, W., (2002). Educational Psychology. Boston, MA: Allyn & Bacon.
Please visit the web site created by my Spring 2009 Honors Algebra II Class. They have done an excellent job! This is a great example of honors quality work!http://sites.google.com/site/algebraiishs/
Follow the link below to take practice tests from your Geometry book. This will help you study for your final. Make notes of topics that you need to review.
http://www.classzone.com/books/algebra_2/oltp_welcome.cfm
Visit the McDougal Litell site to take practice tests over the chapters we have covered for your Final Exam.
