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.

Reflection..............

As I write this post, I am reflecting on the discussion held, the wikis and the blogs that were created by colleagues and I.

I must admit that I am familiar with several of the technologies presented to us in this course.  I am however very appreciative to be given the opportunity to have a second chance at Podcast.  My first attempt with it was disastrous and I was hesitant to use it again. After accepting it as a challenge, it continued to frustrate me.  I persevered and was very successful.  I did another podcast just recently. I smiled at  ease of creating it. This brings me to the point about resilience to technology in the classroom by many of my teaching colleagues.  Toby Houtz in one of his post wrote “….veteran teachers are stubborn…” and I could not agree with him more. 

After an analytical review of the situation, it is obvious that teachers lack the confidence and do not wish to be deemed, as failure and this prefer not to use the technology. It is my hope that I would be given the opportunity to help build the teachers’ confidence in the use of technology in the classroom. I would recommend that training type of training, length and frequency of the training be examined carefully based on the ICT proficiency of the teachers. Emphasis should  be place not only on skills training but on pedagogical training as certain strategies and techniques must be learnt in order to manage and monitor students’ learning in an ICT classroom.  Appropriate training will be an underpinning of the confidence teachers would display in the classroom. As teachers elude the fear of technology through proper training, students’ success will increase.

Another of my colleagues, Suzanne Nemetz  found the “role of the facilitator to be hard”.  This is true for several teachers but with practice, it would come with ease. I have grown to understand, that I am not only one with the  knowledge and I must facilitate the several suggestions made by students.  I must take into consideration my students’ interest, learning styles and abilities.

As a teacher, I  must possess  certain characteristics in order for facilitation to go smoothly. The ability to formulate task based on the time, ICT tool, students’ level of concentration and assessment are skills that I  must have if success in my learning environment is to be achieved. My role is to motivate students, enhance their interaction, verbalization and classroom involvement through collaborative learning. “Using technology to promote such collaborative activities can enhance the degree to which classrooms are socially active and productive and can encourage classroom conversations that expand students’ understanding of the subject” (Roschelle, J., Pea, R., Hoadley, C., Gordin, D., Means, B. ,2001).

With ten years of teaching gone, I do hope that I would evolve with the technology. I will like to develop a series of ICT lessons plans for a variety of subject areas that would be adaptability by teachers anywhere i n the world.  In addition, I will continue  to enhance the use of technology in my class to promote and assist learning where students will think critically, analyze, evaluate and make decisions.

The rapid advances technology are reshaping the society and the world and more so the  schools in country of St. Vincent and the Grenadines.  The students of today have a wide range of new technologies open and available to them. This information changes the relationship between people and knowledge and the distance they can go.  By integrating technology in education students and parents will see positive improvements in many different areas. We as teachers would make ourselves more marketable as we gain all the necessary skills and knowledge of ICT integration and its role on producing active citizens to function effectively in this globalized world.

Roschelle, J., Pea, R., Hoadley, C., Gordin, D., Means, B. (2001). Changing How and What
Children Learn in School with Computer-Based Technologies. The Future of Children, 10(2).
Los Altos, CA: Packard Foundation. 76-101.”
http://ctl.sri.com/publications/downloads/PackardChangingLearning.pdf

Students' Interview

As a requirement for my course, I had to create a podcast with some of my students.  I am still familarizing myself with the tool and its usage.

Semonique' s Interviews

My Views on Digital Native and Digital Immigrant

Prior to this course, I was certain that I believe in the words of Pensky.  I am however rethinking and tweaking who I believe a digital  native ought to be and how they come about.  Exposure to television should not be the only reason why persons are labeled at digital natives.  I believe their environment and the methodologies the students are exposed as well as their learning styles and interest contribute significantly to the way they learn.   

Students who have been exposed to various forms of technology do bring the skills needed for 21^st century to the classroom. What do we do with the other students who lack such pervious knowledge? I ask this question because I equate it with the fact that students come to us with various learning styles.  Do we take preference to one style and teach that way only?

Thornburg in the 70’s was exposed to technology is some form or the other before six and at 64 he can be considers a digital native.  Today, I know of several persons over 40 who are well capable of using technology and have learnt using them, doesn’t that make them digital natives.  While on the other hand, I know of persons who are under 30 and have no care for technology even though they grew up with a television.  So, surely, age is not a determinant in my opinion.

Who is the digital native?

I enjoy using technology in my class, not just as tool for teaching but also as a tool that allows my students to be creative.  Presently, my class has one Ipad ( my personal one and oh how I wish for just one more tablet) and I have the kids compose their own songs about several of the topics. I find that my students remember all the words to the songs on MTV and BET and even though I cannot sing to save myself I have decided to use this method.  Soon I would like to create some simple music videos with them. In a previous class, the students used Microsoft suite to create a glossary of their own for their personal reference. This personal reference builds their vocabulary. If technology is what we have today to assist in the classroom, use it but dont make an upgraded version of chalk and talk as it several mediums that reach the children and adults of today.