Social Learning Theory and Cooperative Groups

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

This week in graduate school we explored the social learning theory. Dr. Orey (Laureate Education Inc., 2011) states that this theory is practiced by having students actively engaged in constructing artifacts and conversing with one another. Basically it is a way to get kids engaged collaboratively using some type of social networking. In the book Using Technology with Classroom Instruction that Works the authors state that the instructional strategy of cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning ( Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.139).” In my mind these two definitions sound identical; that is why I believe cooperative learning was developed to be used with the social learning theory.

Dr. Orey (2001) suggests that by creating small groups, modeling appropriate behavior, setting high expectations and using criteria to assess student work Cooperative groups can have amazing results in the classroom. I like the way that in cooperative groups, students are able, through conversations, to gain knowledge from every member of the group. The entire point of a group is to use everyone’s prior knowledge to build onto one another’s learning. Then use that combination of knowledge to create an artifact. In this week’s chapter on Cooperative Learning I found that they offered many diverse tools to use in classrooms. I was surprised that I was unfamiliar with most of the programs mentioned. My goal now is to take some time and explore each option to see if I can use them in my kindergarten classroom. Do you know of one that would fit with my five and six year old learners?

Laureate Education, Inc. (Producer). (2011). Program eight: Social 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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

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/

Final Reflection for my graduate school course

This week in graduate school I was required to reflect on what I have learned in the class the Impact of Technology on Education, Work, and Society during the past seven weeks. Before I began this course I did not have any prior knowledge of, or practice using podcasts, wikis or blogs. During the first week of the course I completed a checklist that covered the use of 21^st century skills in my classroom. I found that my strengths were that I allowed my students ample opportunity for real world problem solving and collaboration. The one area where I needed to provide my students with the opportunity was to provide students with multiple and varied opportunities for using technology tools and resources to support their learning. I now have the knowledge base myself and feel more confident in allowing my students to explore these technology tools.

The most meaningful part of this course has been the hands on experience and practice! In the beginning I was unsure that I would find ways to use the web 2.0 tools in my kindergarten classroom. However, what I have learned in the past seven weeks is that a classroom blog can be a place to showcase student work and communicate with the parents, a podcast using my kindergarten students voices can increase engagement and a wiki is a tool where parents can sign up for classroom donations. I now have firsthand experience using these tools and have made a goal that by the end of this school year I will have shared my knowledge with my co-workers. I will have to overcome the attitudes of many of the senior teachers who do not see the relevance of using technology. My goal is to create a mini-lesson where I explain the importance of using and teaching the web 2.0 tools and then help the teachers practice using the tools in their classrooms. I set this goal so that I transform more than my own classroom environment.

Because I am a Kindergarten teacher I generally use teacher-centered instruction; but, with the help of this class I have started implementing learning-centered instruction. One area of trouble with this class is when we were told that it is very important in 21^st century learning to relinquish control to the students. This is a particular challenge to me because I believe that my students are too inexperienced with web 2.0 tools at this point in the year to allow them to explore on their own. However, I have established a long term goal that within two years I will find multiple ways to allow my students to have control of their learning. I plan on accomplishing this goal by trial and error; I will create situations where my students gain experience and I facilitate their learning, but don’t direct it.

Podcast

Hi Everyone,
This week in graduate school my assignment was to create a podcast where I give my students a questionaire that goes over their uses of technology. I also interviewed four of them to give you a sample of how much they enjoy using technology. Listen...I think you will find it entertaining!
Chelsea Blasius Lewis

http://feed.podcastmachine.com/podcasts/11373/mp3.rss