A New Twist to Cooperative Learning

The use of “cooperative learning” (Pittler, Hubbell, Kuhn & Malenoski, 2007) as an instructional strategy can have a positive impact on student achievement. “When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others” (2007). This approach supports social learning idealogy that states each individual has the capacity to learn at his or her given level when provided with the proper support (Laureate, 2009). In “cooperative learning” (2007) environments, support is provided through the development of “positive interdependence, face to face, promotive interaction, individual and group accountability, interpersonal and small-group skills, and group processing” (2007). These five components are critical to the success of each individual as well as the group as a whole because they build a sense of community and foster responsibility.

The development of technology has but a new spin on “cooperative learning” (2007) and enabled students to reach out to others all over the world. This new type of learning strategy where technology, social networks, and information come to together is called connectivism (2009). Connectivism allows students and educator to stay connected with current trends and change education from the former rigid tiered learning process to a multi-dimensional sensory experience (2009). Web-enable resources like The Global Schoolhouse www.globalschoolnet.org/GSH/ (2007) and Jigsaw Classroom www.jigsaw.org (2007) offer students and educators the chance at worldwide collaborate with others in order to create an artifact. Helping students make connections and demonstrate articulation of content while part of a team is a crucial part of the social learning theory.

Julie Sorg

References

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

Constructivist at Play in the Technology Based Classroom

A constructivist/constructist learning theory-based classroom utilizes a project centered learning atmosphere to maximize achievement outcomes. “A classroom based on constructivism has many elements that promote a learner-oriented learning environment” (Han & Bhattacharya, 2001) like the ones suggested in “Generating and Testing Hypothese” (Pitler, Hubbell, Kuhn & Malenoski, 2007). Doing so allow students to apply deductive reasoning skills to the content areas, which in turn require them to explore their own ideas and conduct inquiry, based research.

The resources listed in Using Technology with Classroom Instruction that Works (2007) had little if any age appropriate applications for my pre-k classroom. Han and Bhattacharya state that “[l]earners don't get ideas; they create ideas” (2007). In my classroom, I focus my students’ learning around sensory-based experiences using student selected themes and hand-on activities. These activities often utilize technology by generating graphic organizers, exploring tutorial programs, visiting virtual field trips and exploring kid friendly web sites. We then use various materials to create murals, art projects, posters, and charts to demonstrate their knowledge. This “…builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner” (2007). By having my students create artifacts that they can share with others(Laureate, 2009), I am allowing them opportunity to explore their own perceptions and develop new schemas for understand the content.



References

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved , from http://projects.coe.uga.edu/epltt/

Laureate Education, Inc. (Executive Producer). (2009). Bridging
learning theory, instruction, and technology. Baltimore: Author.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD.

The Learning Modalities of the Cognitive Learning Theory

The students of today are digital natives and can best be served through multimedia experiences. Technology provides educators with the tools to utilize cognitive learning theory’s premise that “[i]ntegrateing multiple senses in presentation improves learning” (Laureate, 2008). Teaching students strategies like “Cues, Questions, and Advance Organizers” (Pitler, Hubbell, Kuhn, & Malenoski , 2007) and “Summarizing and Note Taking” (2007) help students create a mind map which allows multiple networks to be established for easier retrieval later.

The purpose of Cues, Questions, and Advance Organizers” (2007) is to encourage students think in the higher order through focused and deliberate concept development (2007). Utilizing techniques such as think, pair, & share, Kidspiration (“Kidspiration Supports Success Across the Curriculum,”.2010), and Bloom’s Taxonomy (2007) can help student synthesize information and promote “elaboration” (Laureate, 2008). “By engaging in these activities, learners construct meaning in a way unique to themselves, incorporating the cognitive, emotional, and physical aspects of learning” (Oxendine, Robinson, & Willson, 2004). Therefore, supporting the cognitive learning theory, which states that students will develop multiple avenues for long term memories if sensory receptors are activated.

“Summarizing and Note Taking” (2007) teaches students to discern the critical information from the material presented. Research has proved that individuals are only able to process “+7/-2 pieces of information at on time” (2007), so it is essential that students know how to analyze and make summations of information. Realizing how the sensory registry process data provides educators with the opportunity to instruct students in the most effective way.

Concept mapping and virtual field trips are two additional tools that can be used in the classroom to aid students in developing long-term memory. Paivio’s dual coding hypothesis correlates the positive effect presenting imagery in conjunction with text has on information recall (2007). In tandem, both these strategies enable students to form numerous pathways for information to be cross-connected and embedded.

Cognitive learning theory backs up what most teachers have known for years. Students learn the best when actively engaged in multi-sensory high interest activities. Educating oneself on the learning implications of research-based theories can only create a richer and more rewarding learning environment.

Resources

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Kidspiration Supports Success Across the Curriculum.. (2010). Inspiration software, Inc. Retrieved March 14, 2010, from http://www.inspiration.com/Kidspiration/Details

Oxendine, C., Robinson, J., & Willson, G. (2004). Experiential learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved March 14, 2010 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.

Behaviorism: It's all in how you use it.

B.F. Skinner “described learning as a response to events or stimuli and the result of the reinforcement of the response” (Lever-Duffy & McDonald, 2008). Several indicators are present in today’s classroom that indicate the active implementation of the behaviorism theory being still widely used (Laureate, 2009). “Reinforcing Effort” (Pitler, Hubbell, Kuhn & Malenoski, 2007) and “Homework and Practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007) are two areas in which B.F. Skinners’ ideology and technology enhanced instructional strategies can be implemented to fosters students’ sense of self-efficacy.
The lack of ability to identify and equate one’s own success to perseverance and diligence (Pitler, Hubbell, Kuhn & Malenoski, 2007) is a disturbing trend in today’s schools. According to the principles of the behaviorism theory, this trend is due to the lack of immediate and relevant reinforcement. Instructional strategies like computer generated rubrics and progress monitoring charts are according to Pitler, Hubbell, Kuhn and Malenoski are several ways to provide students with feedback that can help them track their own achievements. “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Additionally, creating “Homework and Practice” (Pitler, Hubbell, Kuhn & Malenoski, 2007) that “…practice[s] a skill or concept enhances their ability to reach the expected level of proficiency” (Pitler, Hubbell, Kuhn & Malenoski, 2007). The behaviorist learning theory says “[t]he consequences of an act affect the probability of it's occurring again.” (Thinkexist.com, 1999-2010). Incorporating instructional strategies such Web resources, word processing programs, and communication software into standard based assignments will keep students engaged by applying techniques relevant to the digital age they live, work and play in. “Technology facilitates homework and practice by providing a wealth of resources for learning outside the classroom, making it easier for students to work on collaborative homework assignments and providing ‘drill and practice’ resources that help students refine their skills” (Pitler, Hubbell, Kuhn & Malenoski, 2007).
Operant conditioning is a widely used as practiced behavior modification strategy (Laureate, 2008). In our society’s educational climate, this practice must be paired with media resources to remain relevant and effective. The many available technology based tools make this option feasible for most and imperative for many.

References
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory,
instruction, and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education,
Inc., custom ed.). Boston, MA: Pearson Education, Inc. Chapter 1: Theoretical
Foundations, pg. 2–35
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with
Classroom Instruction that Works. Alexandria, VA: ASCD.
Thinkexist.com. (1999-2010). B.F. Skinner Quotes. Retrieved on March 7, 2008. from
http://thinkexist.com/quotes/b._f._skinner/

Been a long time!

It's time to blog again. The new topic for discussion is working technology into the classroom or is it working the classroom into technology. Kinda like the chicken and the egg. Well, here is to another eight weeks.