No more tattle tales!! A continuation of my VoiceThread: http://voicethread.com/share/2499268/

http://voicethread.com/share/2499268/

The "problem square" has absolutely fixed the problem of tattle tales in my classroom. We work hard on modeling the way to properly use it in the beginning, then gradually students are able to solve their own problems! Not only does it keep me, and my fellow kindergarten teachers sane, but it is developing students ability to communicate their feelings and problem solve! A task that is not easy for adults, let alone five and six year olds. The videos are of two volunteers that wanted to "act" out how to use the problem square!

Steps for students to follow:

1. Say "Let's go to the problem square."

2. Take turns speaking

3. Come up with a fix

4. Agree and shake hands

5. Go back to work!

If students come to me with a problem I immediately ask..."have you gone to the problem square?" Most of the time, that is all it takes. However, there are occasions where I need to step in to help the students come up with a good solution or even help speed up the process. Overall, it is a great strategy for problem solving and I highly recommend it for elementary teachers! What else have you tried that has been successful for problem solving?

Chelsea Blasius Lewis

Visit my voicethread to post/view more comments! http://voicethread.com/share/2499268/

Constructivist/ Constructionist in Today’s Classrooms

In the classroom the way we can see a constructionist perspective is noticing that students are engaged in their learning and the process of creating (Laureate Education Inc., 2011). Students are using tools and technologies to create artifacts in order to resolve their disequilibration. In the book Using Technologies with Classroom Instruction that Works the authors’ suggest multiple ways to incorporate technology to help overcome this state of investigating new information. Additionally, three types of instruction accomplish the same goal: project-based learning, problem-based learning and inquiry-based learning. All of these are student centered and hands on approaches.  “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content (Pitler, Hubbell, Kuhn, & Malenoski, 2010, p. 202).”

Dr. Orey described constructionism as maintaining equilibration which is the “process of achieving a balance between differences in external reality and ones current beliefs and understanding or schema (Laureate Education Inc., 2011).” When students receive information which is different from what they already know they either assimilate it to fit with what they already know or they accommodate the information by coming up with a new way to look at the world. Dr. Orey stated that most people assimilate new information with the exception of young children who often go through the accommodation process.

I teach kindergarten to five and six year old students, which means that my students are often in a state of disequilibration and having to learn new information and construct a new reality. Just the other day I was working on my concept map and the class went on a virtual field trip to a dairy farm. At the end of the video a student raised his hand and asked “where are the chocolate cows?” I almost laughed out loud but asked him to explain what he meant. He responded by saying “well I see all of the white milk cows, but where are the chocolate milk cows?” It was so funny! The rest of the class began to nod in agreement and I had to tell them that all cows are white milk cows and that people put the chocolate syrup in the milk at a factory. In that moment most of my class was going through the process of accommodation to recover from the state of disequilibration. As funny as it was for me, it is moment’s just like this, where all of my student are engaged, that I can use their inquiry to teach them something new.  I could even further their inquiry by having them construct a project based on the answers they find with further investigation.

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Image taken from: http://matthewcolvin.wordpress.com/2010/11/28/pop-where-does-chocolate-milk-come-from/

Concept Mapping and Virtual Field Trips

This week in graduate school I was instructed to create a concept map that went along with a virtual field trip that I would have my class take. The idea of a concept map is to start with a basic idea or essential question that the students are curious about and then lead them on a discovery to find the answers. During my reading assignment I noticed that the resources: cues, questions and advance organizers, and summarizing and note taking, correlated with concept mapping, virtual field trips and the principals of the cognitive learning theory. Pitler, Hubbell, Kuhn and Malenoski began by explaining that these resources focus “on enhancing student’ ability to retrieve, use, and organize information about a topic (2007, p. 73).” Moreover, cognitive Learning Theory follows the same concept; it is primarily about using images and the five senses to engage students in their learning. The most remarkable thing that I heard this week from Dr. Orey (laureate Education, Inc.) was that students can only learn 7 +/- 2 things at a time. Everyone has a limit as to what they can understand and process in one block of time. Dr. Orey mentioned that people remember images and smells easier than other information. In addition, he recommended that teachers use a lot of informational images in conjunction to what they are teaching.

In Kindergarten my job is that much more important. I am responsible for establishing the base for much of the information that students will build upon later education years. I need to find ways to input images, music and movement into more of my lessons. The more ways I can incorporate these things, the better chance they have of retrieving it later. Dr. Orey said that each idea we hear can somehow be connected so prior knowledge. That is why it is important to take time before you begin a lesson to allow students to share. I am excited to create a concept map this week and use it with my Kindergarten students. I am a bit anxious to see how the whole group will respond. However, these instructional strategies are helping me to teach with understanding. How can I go wrong by showing more images, using more music, and getting my students up out of their chairs? I will keep you posted on the results!

Chelsea Blasius Lewis

Resources:

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Grad School Assignment: Behaviorism in today’s classroom

So for those of you who are unfamiliar with what a behaviorist approach to teaching is, think of B.F. Skinner or Ivan Pavlov. I am sure those names bring back some college memories. These men, along with others, believed that “changes in behavior result from stimulus-response associations made with the learner (Standridge, 2002, p.7).” Therefore, they developed a theory that children learn as a result of actions or stimuli. In today’s classroom behaviorist theories are being used by teachers as a way to manage student behavior and as a technology teaching tool. I personally use a behavior management system in my classroom as a way to help my students display the desirable behavior for following our class rules. As Dr. Standrige explains “the entire rationale of behavior modification is that most behavior is learned. If behaviors can be learned, then they can also be unlearned or relearned (2002, p.7).” By having set consequences in place my students can thrive in the classroom. The second way I use behaviorism in my classroom is through the use of technology. As Dr. Michael Orey (Laureate Education Inc., 2011) explained in the video this week programed instruction, or the online tutorial, is being used for many purposes. It is where a source presents a small amount of information, asks guiding questions, then the system gives feedback. I use this strategy often when teaching my students new concepts or after showing them a short video clip. I like to create SMART board lessons that are interactive because it really increases student engagement. Overall I would say that behaviorist learning theories do still have a place in today’s classrooms always will. Here is a copy of my behavior chart:

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Standridge, M.. (2002). Behaviorism. In M. Orey (Ed.), Emerging perspectives on learning,
                teaching, and technology. Retrieved <insert date>, from http://projects.coe.uga.edu/epltt/