Application 4
Dr. Orey (2009) gave a great definition for constructionist learning theories – “A theory of learning that states people learn best when they build an external artifact or something they can share with others.” He also talked again about using the power point because that is allowing the students to build something using cognitive images and that is constructionism. In Using Technology with Classroom Instruction that Works, chapter 11: “Generating and Testing Hypotheses,” The chapter talks about ways teachers can help students to generate and test hypothesis and how technology can play a vital role using spreadsheets, data collections tools and web resources. All these tools allow students to build or add to the information they already have. My personal favorite was web resources; I loved how the students used background knowledge to see if their hypothesis were true.
I work with my reading to use background knowledge and inferences when dealing with new vocabulary. I have them record words they aren't sure of and ask them to guess what they think it means using context. Then they look up the meaning and see how close they are. It builds their confidence, because very often they have a general idea of the meaning.
Laureate, Education, Inc. (Producer) (2009). Constructionist and constructivist learning theories: Bridging learning theory. instruction, and technology [DVD]. Baltimore, MD: Author
Wednesday, May 26, 2010
Saturday, May 22, 2010
Application 3
When I think about cognitive learning theories and how they correlate to the instructional strategies mentioned in Using Technology with Classroom Instruction that works. Cognitive theory Learning results from inferences, expectations and making connections. Instead of acquiring habits, learners acquire plans and strategies, and prior knowledge is important
I immediately think about the organizers I use with my reading students and all the reading charts we use to organize their thoughts.
I really need to be aware of my student’s cognitive learning because they definitely need help in that area. We often spend two days working on two pages of text, skimming and scanning text, asking questions.” One classroom recommendation for teaching students to summarize in the classroom is to use rule-based summarizing. This strategy provides students with a process to apply as they summarize and gives them structure to guide them when attempting what can otherwise be a confusing task. “(p. 121) I really believe summarizing out loud with my students and then having them re write the story in their own words helps my student retain the main idea of the story. I am interested in the Note Taking created in Microsoft Word. This is a resource I already have; I just need to learn to utilize it to its full capacity.
When I think about cognitive learning theories and how they correlate to the instructional strategies mentioned in Using Technology with Classroom Instruction that works. Cognitive theory Learning results from inferences, expectations and making connections. Instead of acquiring habits, learners acquire plans and strategies, and prior knowledge is important
I immediately think about the organizers I use with my reading students and all the reading charts we use to organize their thoughts.
I really need to be aware of my student’s cognitive learning because they definitely need help in that area. We often spend two days working on two pages of text, skimming and scanning text, asking questions.” One classroom recommendation for teaching students to summarize in the classroom is to use rule-based summarizing. This strategy provides students with a process to apply as they summarize and gives them structure to guide them when attempting what can otherwise be a confusing task. “(p. 121) I really believe summarizing out loud with my students and then having them re write the story in their own words helps my student retain the main idea of the story. I am interested in the Note Taking created in Microsoft Word. This is a resource I already have; I just need to learn to utilize it to its full capacity.
Thursday, May 13, 2010
When I was reading our course text Using Technology with classroom instruction that works, I felt that the authors gave several great examples for how instructional strategies correlate with the principles of behaviorist learning. Because I work with students who need to pass our state graduation test, I was interested in the section on Data Collection Tools. It is imperative that my students understand their failing tests scores and what they need to do to pass the test the second, third or fourth time. “When students see that others have faced many obstacles and achieved goals with strong effort and good attitude, they too can see their connection between effort and achievement.” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.161). I like this because students need proof like data, that what they are doing will help them succeed.
The second strategy I looked at was Homework and Practice, I believe that reviewing, practice gives students more confidence, and when working with students that are in your class because they failed, building confidence is very important. Using the word processor to help with reading and writing is a great idea. Student who do not read well, generally have difficulty writing. Using a word processor while they practice writing would also help them learn on their own. Computer literacy is so important for high school students.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
The second strategy I looked at was Homework and Practice, I believe that reviewing, practice gives students more confidence, and when working with students that are in your class because they failed, building confidence is very important. Using the word processor to help with reading and writing is a great idea. Student who do not read well, generally have difficulty writing. Using a word processor while they practice writing would also help them learn on their own. Computer literacy is so important for high school students.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD
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