REFLECTION

• My learning theory is definitely a blend of different learning theories. I believe that every student has a unique perspective and understanding that the student brings to my classroom. It is my job to help them understand how they learn. I don’t think my learning theory has changed, but I have been reminded by my classmates and Dr. Orey that our classrooms should be student centered.
• One thing I have learned while taking my last few courses is that I am just starting to fully understand my own learning style. It has changed even over this last year and the more I read and learn I that your learning style will change and grow, but the fundamentals will remain the same. As my knowledge of computers and how to integrate them in the classroom increases, I can expect my own classroom style to change and that is very exciting
Two new technology tools that I would like to use would have to be Voice Thread and Blogging. Voice Thread and Blogging are such innovative ways to get a class discussion going and to really bring about community learning.
• Two long term goals I would like to change in my classroom in regards of using technology are using more technology that is student based and taking more time to try new applications

Cooperative Learning

This week we read and discussed cooperative learning. In the text Using Technology with Classroom Instruction That Works, they explain, when students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others. Our students will experience a different work force when they enter and will be expected to be prepared for a fast-paced workplace where technology is used and where the clientele may be global.
I love the idea of using Keypals to communicate and collaborate with students and teachers in other parts of the country or world. Many of my students have a much-skewed view of the world because they have never left the South and I feel responsible in broadening their outlooks. Most of the books we read as a class are about other cultures or countries or have a minority lead character.
My students spend 25 minutes in small group instruction daily and I really liked the idea from our text about using different criteria for deciding groups. I notice that my groups often start feeling that it will be easy to let someone else do the work and then they become competitive and really, fight to see has the right answer, it becomes fun and the students remember answers better, maybe because they listen to see if their answer was correct.
I think cooperative learning is a fantastic way to design curriculum, however I think a mix of a more traditional one on one with this style is the best way. I also think Cooperative teaching might also benefit teachers and students for many of the same reason.

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

Voice Thread

I think that if my remedial readers owned their own novels and were able to write in them they would be more successful. Please view my voice thread.
Thanks,
Mary

voicethread.com/share/1191648

Constructivism in Practice

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

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 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

Welcome to my very exciting blog. I hope we all learn a lot during this course on technology. I am very excited about summer and a much needed break.

Enjoy,
Mary