Cooperative Learning!!!!!!

Cooperative learning is a useful approach to promote collaboration and Project Base Learning.  The strategy allows  for members of a team to work on a task with the support of each other.

There are several structures  embedded in cooperative learning. Have you  tried the think-pair-share, pair check, STAD, talking chips or the  Circle of Knowledge? Visit the link to get more details on each on them and even more: Cooperative Structures.

Cooperative learning has several benefits.  One of the important aspect of it is building social skills.  It builds their interpersonal skills as they the relate to each other, learn from each other, build and acquire knowledge. Several studies have indicated that cooperative learning increases motivation (Pitler,Hubbell & Kuhn , 2012)

Technology ensure better success at cooperative learning. It is vital and allows for communication  to take place even if it not face to face (Pitler, Hubbell & Kuhn , 2012). This is week's tool: the voice tread lends itself to such. I happy to be fully introduced to this tool as I can see  how useful it would be in my class during debates, problem solving tasks and creation of stories. I can also use it as a discussion tool on any topic that I choose. It can be used with parents as well to get their feedback once an account is set up. I am also a great fan of mapping software , blogs, virtual whiteboards and social feeds like  Twitter in a cooperative learning classroom.


Cooperative learning is one of the determinant of successful and meaningful learning in the classroom.



Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Cooperative Learning. Using technology with classroom instruction that works (2nd ed., p. 73-74). Alexandria, Va.: Association for Supervision and Curriculum Development.

Voice Thread on BLogging! It has lost its novelty!

Url to my blog:   https://voicethread.com/share/5189401/

Constructionism!!

By generating and testing a hypothesis, students are applying their conceptual understanding (Marzano, Pickering, & Pollock, 2001) by carrying out experiments, creating and building things. One such mode of this is through the term coined by Seymour Papert. He states that “Constructionism — the N word as opposed to the V word — shares contructivism’s view of learning as “building knowledge structures” through progressive internalization of actions... It then adds the idea that this happens especially felicitously in a context where the learner is consciously engaged in constructing a public entity, whether it’s a sand castle on the beach or a theory of the universe"( Papert & Harel, 1991, p.1).

Dr Orey (Laureate Education Inc., 2011 ) states that constructionism is a theory of learning that states people learn best when they build an external artifact to share with others. When the students created their books of shapes, they used their knowledge of 2D shapes and 3D shapes. They applied their understanding of the concept to create the booklet. They had to use other 21st century skills as they collaborated with each other. These include leadership, collaboration, and creative thinking and communication skills.

As I reflect, I know that I am not as knowledgeable about PBL as I thought I was and therefore it is imperative that I research so I can assimilate and accommodate the information to apply it to my teaching. As I have am eager to learn more about PBL through generating and testing a hypothesis, I have come across some interesting sites that I believe would be beneficial to many. Peruse and bookmark those that you find interesting.

Internet4classroom 
Global SchoolNet 
Explore Learning 

Reference

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&ClientNodeI

 Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Papert, S. & Harel, I., (1991), Constructionsim, Ablex Publishing Corporation, Norwood, New Jersey

Instructional Strategies !! Cues, Questions and Advance Organizers

Learners are unique and they each bring their prior knowledge to construct new knowledge Students construct knowledge through the process of assimilation and accommodation ((Paily, 2013). I have found that I ought to keep things simple, keep things manageable for learners (Laureate Education, 2011). I have been guilty of reaching above my kids’ level but experience is the best teacher and I now more knowledgeable or about the use of graphic organizers.

There are several free apps available online where students can organize their information in a graphical form in a shorten time. However, it is best that teachers guide the students to the to the most appropriate one for the given task. Graphic organizers can successfully improve learning when there is a substantive instructional context such as explicit instruction incorporating teacher modeling (Hall, T., & Strangman, N. ,2002).

Technology has made information processing easier on todays’ students. Through cues and questioning, students can better use the graphic organizers to connect knowledge. Questions produce cognitive effects in our learners and generate numerous benefits learning benefits (Thalheimer, 2003). Through a questioning, repetition occurs. This is an important factor for learning. However, as educators, questions must be structured to be most effective and to achieve higher-order thinking: “Using higher-order questions help students deepen their knowledge by requiring the use of critical thinking” (Pitler, Hubbell & Kuhn, 2012).

Questions can also “encourage learners to (a) generate multiple solutions, (b) categorize and classify, (c) discuss, summarize, and model, (d) strategize, justify, and plan, (e) reflect and evaluate, and (f) think about thinking and learning” (Thalheimer, 2003). As a result, it develops the students’ thinking skills. Such skills allows for the metacognition to be developed. Metacognition is developed when our students are given the opportunity and organize their activities and reflect on their work ( the process and the product).

Technology once again help the students to organize and reflect. Blogs are exciting tool that allows such without much challenge. Blogs also allow students to summarize their notes and information gain for further reference whether for themselves or for their peers.

Reference

 Hall, T., & Strangman, N. (2002). Graphic organizers. Wakefield, MA: National Center on Accessing the General Curriculum. Retrieved [November 13, 2013] from http://aim.cast.org/learn/historyarchive/backgroundpapers/graphic_organi....

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

Paily, M. U. (2013). Creating Constructivist Learning Environment: Role of "Web 2.0" Technology. International Forum Of Teaching & Studies, 9(1), 39-50

 Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with a classroom instruction that works (2nd ed.,p.91). Alexandria, VA: ASCD Thalheimer, W. (2003, January). The learning benefits of questions Retrieved November 13, 2013, from http://www.work-learning.com/ma/PP_WP003.asp

Behavior Learning Theories: Its place in the classroom

Behaviorism is a type of learning theory made popular by Ivan Pavlov, Edward Thorndike and B.F. Skinner.
According to ( Salvin, 2008), there are several principles of behavioral learning.  These include:

• role of consequences

• reinforcers

• punishers

• immediacy of consequences
• shaping
• extinction
• schedules of reinforcement
• maintenance
• role of antecedents

Behaviorism can be applied to the classroom. Teacher sometimes feel that reinforcement is time consuming and may not use it.  (Salvin, 2008) outlines three principles or guidelines for reinforcement:

1. Decide what behavior you want from your students then reinforce when they occur
2. Explain to the students what behaviors you deem as positive
3. Reinforce appropriate behavior as soon as possible

There is a connection between this and homework.  If students are aware of what is expected of them when homework is given, they will be more incline to do it.  Teachers ought to explain the importance of homework, not just to reinforce a concept but to give them the opportunity to be proficient at the skill. When students exhibit a positive behavior , immediate feedback is crucial to keep the momentum on high and avoid lost of interest among the students.

Practical reinforcers for homework include but are not limited to:

• self-reinforcers - use of a mental checklist when completing tasks then praising oneself
• praise - giving verbal praises to the students
• attention - providing  attention to the students (eg.  sitting next to them)
• special notes sent home when students are successful

• extending privileges - giving free time or extra fun/ snack or break time when homework is completed and with the desired percent of accuracy

As educators, out to ensure that each of our students learn.  Through the behaviorist learning theory, we can do the following:

• understand the students we are entrusted with
• break down instructions and repeat if needed
• encourage students to do their best
• set appropriate guidelines
• voice expectation repeatedly 

Reinforcing effort and  providing recognition is a another strategy that is very using in the classroom and aligns itself with behaviorism. I believe that praise is vital part of a child's achievement.  Praise has the ability to improve student academic or behavioral performance ( Akins-Little et al., 2004). It can be applicable to all ages regardless of learning styles and abilities. Praise should be specific ( Dwyer, 2013)thus ensuring that the students know exactly what they are being rewarded for.  Hence simply saying "good job" is not sufficient nor would be very effective in the future. If students know exactly what they are being praised for, they will continue to use their techniques and strategies to achieve higher learning.  As educators, we ought to use praise more in the classroom. It leads to developing self esteem, self efficacy and interest in learning.

Reference



Akin-Little, K. A., Eckert, T. L., Lovett, B. J., & Little, S. G. (2004). Extrinsic reinforcement in the  
             classroom: Bribery or best practice. School Psychology Review, 33, 344-362.
 

Dwyer, C. (2013). Using praise to enhance student resilience and learning outcomes helping students 'bounce back' in the face of difficulties. Retrieved from http://www.apa.org/education/k12/using-praise.aspx?item=10

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Salvin, R. (2008). Educational psychology: Theory and practice. (8th ed.). Pearson Education Inc.