Personal Theory of Learning

I believe that all students can learn.  However, each student is an individual, with individual needs. Each student also has a mix of prior knowledge and learning styles, so I feel that to be effective, teachers need to first take the time to learn about their students.  In order to address the needs of multiple learning styles and intelligences, various research based strategies should be applied.  

There is a mixture of theories and research that I am influenced by, and those beliefs are reflected into my classroom practice The Constructivist Perspective, and Multiple intelligences are the theories that have had the most influence on my beliefs of how learning occurs. The two theories support the other.  I believe that people learn most by acting, doing, experimenting, or creating, and that new learning must have something to connect to, such as prior knowledge.   This belief is reflected into my classroom practice through the use of student discussions of experiences and new learning.  Intentional use of reference to academic vocabulary is ever present, because with new learning, comes new words that can be connected somehow to what students already know.

I believe most of all, if a teacher is able to motivate a student, it will result in willingness to learn. Connecting learning to students’ lives is a way to spark the fire.

I very much agree with how Dr. Patricia Wolfe has defined learning, “The more you activate a connection, the more you increase the potential of that connection to fire again.” She has related learning to memory by stating, “Learning is the act of making connections and strengthening them. Memory is the ability to activate on the connections that you made earlier.”  Instructional practices that I have implemented include the use of journals and graphic organizers for note taking, student discourse to aid in student driven lessons and sharing of schema, and illustrations and images to help with non-verbal representation. These are all research based strategies that are proven to enhance student learning. However, these strategies are not enough for me, because I have been aware for a long time that technology needs to be integrated into learning. The problem for me was that I didn't know what to do, or how to do it. That is what has motivated me to seek higher learning.

Since taking Course 6711I-2 of Walden University, I have gained an even deeper understanding of the powerful effect that educational technologies and high yield strategies can have on student learning. I have not only learned why, but I have learned how! Adjustments and new technology tools that I have made to my instructional practice include the use of virtual fieldtrips, power points (teacher and student created), online concept mapping, Voice Threads, and interactive learning websites. I feel that they are essential to add to my repertoire of strategies because they are a great motivating factor. Technology is an avenue to take to bring more real world issues and scenarios into the classroom.   At no time in history has this ever happened. We need to learn to use the tools that motivate our students; even if that means that we have to learn how to use these tools first. They also address multiple intelligences, English language and diverse learners.  They increase engagement, because they are interactive, provide feedback, and are fun.

Two long-term goals that I would like to make in my instructional practice regarding technology integration are; to assist and encourage other teachers to learn about and integrating technology into their classrooms, and to be a part of technology based professional development that needs to happen within my district. My strategy to make this happen? I pretty good at motivating people to do what they do not believe that they can do. I will start by building a fire and interest.  I will present my idea to the administration within my district and make myself available.
            Thank you for visiting my blog!

Cathryn

Resource:

Laureate Education, Inc. (2010). Understanding the Brain. Dr. Patricia Wolfe. Baltimore, MD.

My thoughts on how “Cooperative Learning” correlates with the principles of social learning theories.

My belief is that Social Learning basically is Cooperative Learning. They may each have a different label, but it all boils down to an interaction from learner to learner, or learner to ‘knowledgeable other’ as referred to in Vygotsky’s Zone of Proximal Development. Dr. Orey has explained in Social Learning Theories, that the Zone of proximal development includes a more knowledgeable other which could be a parent, teacher, peers, or even a computer.
When discussing Collaboration Dr. Orey also explained, “It’s the conversation that students are engaged in that really help them understand something.” With social learning theories, in many cases, students are actively engaged in constructing some type of artifact while engaged in rich conversation about the topic (Laureate Educations, Inc. 2010).
As educators, we need to change with the times and be current with what motivates our students to learn. Pitler, Hubbell, Kuhn, and Malenoski make a great point when discussing rapid advances, “Now students can collaborate through the Web with other students in their school, subject experts, and multiuser game players. They can even collaborate across the globe”(144).
I believe that using technology for student created arifacts and collaboration is a great motivator and a great way to increase social etiquette to prepare our students for global success. The way that technology is moving, many of our students will be working from home and never really have the opportunity to work in collaborative groups. It's strange to think about.
Some example of technology tools that I have found to be worthwhile exploring to use for collaboration are web resources like blogs, wikis, and voicethreads.  I have embedded my first voicethread on this blog, please feel free to visit it.

Thank you,
Cathryn


Resources:

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning   theories [Webcast].
Bridging learning theory, instruction and technology.        Baltimore, MD: Author

Pitler, H., R., E. H., Kuhn, M., & Malenoski, K. (2007). "Chapter 7: Cooperative        Learning." Using technology with classroom instruction that works. Alexandria,    VA: ASCD, 2007. 119 - 138. Print.

A quest for advice via Voicethread

http://voicethread.com/share/1549114/

In case my attempt at embedding does not work, please click on the link above to listen to my first experience with Voicethread. Take a stab at helping me solve a widespread problem within my school.

Thanks!

My thoughts on how 'Generating and Testing Hypothesis" relates to constructivism/constructionism.

“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, and Malenoski. p. 202).  This strategy relates to constructivism/constructionism in that the student has created their own hypothesis and performed some sort of action in order to check the answer.  In An Introduction in Project Based Learning, Constructionism project learning is described as hands on, student directed problem solving, or when students create something that demonstrates what they have learned.
This week, I explored a project based learning strategy that I felt was very successful. As a group, students helped to build a crossword puzzle using the academic vocabulary we have been studying.  It was great fun for them, and they enjoyed creating their own quiz.  There is a great free website that lets anyone create a crossword puzzle or word search.  All the creator has to do is put in the word and the clue (definition). It prints out as a puzzle, and also a key. http://www.theteacherscorner.net/printable-worksheets/make-your-own/crossword/crossword-puzzle-maker.php Benefits of project learning are Numerous. It increases motivation, experiential learning which is more powerful, collaboration, communication, real world situations, and learning by mistakes. Learning by mistakes is also a great way to learn.

Resource:

Edutopia. (Executive Producer). (2010). An introduction into project-based learning [Webcast]. The George Lucas Educational Foundation. Retrieved November 22, 2010 from http://www.edutopia.org/project-learning-introduction-video

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

My thoughts on the correlation between Instructional Strategies and the principals of Cognitive Learning Theory.

Cognitive learning theory is about how information is processed by a learner.  Connections must be made between new learning and what the learner already knows. When teaching for understanding, it is important to know that the uses of visuals are very powerful. When studying the strategies of “Cues, Questions, and Advance Organizers” I found that especially with the use of advance organizers, there is a strong correlation to the Cognitive Learning Theory because Advance organizers can come in many different forms, and are intended as a visual tool to organize thoughts and learning. “People can remember visuals better than just text, visual information gets what is called a dual code when stored in memory” (Laureate Education, Inc., 2010)

 “Summarizing and Note taking” are also strategies that I feel correlate strongly to the Cognitive Learning Theory because they are both ways for students to organize new learning in a way that is meaningful to the learner.  While note taking or summarizing, the learner must process and organize information into a way that makes sense to them.  That is what Cognitive Learning is all about.

These strategies are very helpful to me as a teacher in teaching for understanding.  I feel that Questions and Cues should be given to guide learning and assist in building background knowledge. Different styles of Summarizing and Note taking should be taught and modeled to students so that they can actually visualize different ways of organizing information. I feel that visuals should be used in as many teaching situations as possible to address various learning styles, intelligences, and because that is just what the brain needs to make better connections.

Laureate Education, Inc. (Executive Producer). (2010). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author

Marzano Strategies, technology, and correlation to Behaviorism Theory

This week, I am studying two instructional strategies that can be found in, Using Technology with Classroom Instruction that Works, with regards to their relationship to the theory of Behaviorism.  While looking at the strategies of Homework and Practice, an example is given as such, “Well-made software allows teachers to choose which learning objectives the student needs to practice, has sophisticated and seamless multimedia to keep the learner engaged, and provides immediate feedback and scaffolding in order to help the student understand and practice the concept (Pitler, 192).” If feedback is given, whether positive or negative, it correlates to Behaviorism.  Of course, the most effective feedback would be positive.  In other words, if an interactive technology program is used to provide homework practice, and foster perfect practice with results from positive feedback, then the learner will achieve learning the concept. When looking at the strategy of Reinforcing Effort, the integration of technology, and how the two correlate to behaviorism, Pitler gives a great example while discussing the use of part of a school website dedicated to reinforcing effort, and its relationship to achievement,  “Student success stories like these are more meaningful and more relatable than stories of larger-than-life heroes (162).” I feel that the strategy of Reinforcing effort not only correlates with Behaviorism, but is of itself what Behaviorism is all about.
Thank you for visiting my blog!
Cathryn

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

I'm not where I am going yet, but I am far from where I was...

I have been asked to describe how the college course in which I am currently taking has helped me develop my technology skills as a professional teacher.  In response to that I would like to say that before this course, I had never created a blog, wiki, or podcast.  In fact, I wasn’t sure what a wiki or pod cast was. I am now familiar with all 3 of those web 2.0 tools, and can see how each one could be used to give students a broad audience for which to perform for. For the student, this increases motivation, interest, and relevancy to their lives. These tools will be used by many of my students in the future for jobs that don’t yet exist.  Interaction with these tools has changed my perspective from being teacher-centered to learner-centered. I know that it is okay to not always have the answers for my students.  If I can effectively model and teach my students the way to search out knowledge, then they will be able to take what they have learned and apply to what they need to know in the future. With the aim of student achievement, I will continue to push forward out of my own comfort zone. I will learn ways to utilize new technology as a tool for learning and seeking knowledge. One of the long-term goals that I have set for myself is to continue with finding new ways to integrate technology into the classroom. I will model for my students, and provide opportunity to try new things..and yes..to even fail in front of them.  I have learned that oftentimes when dealing with technology, if a teacher comes up against something that is frustrating or difficult, students will have the opportunity to share what they know, or even experiment to find the answers.  This uncomfortable moment for a teacher, may be the moment of opportunity for collaboration and growth for students.  Another long-term goal that I have set for myself is to take new knowledge that I have learned, and share what I know with other teachers.  There are many things that they could do in their classrooms to integrate technology into the classroom, using what is available to them.  Together, we can push forward as best we can with the changing world, in order to prepare our students for the global society and future that lies before them. Obstacles, frustrations, and a feeling of defeat that we as teachers face in the attempt to integrate technology into lessons, must be overcome. For my students, I will model the cause and effect of try, try, try again.  Success comes with resourcefulness and an attitude of not giving up.

I have been asked to reflect whether my answers have changed regarding a self-assessment that I took 6 weeks ago. One of the items on the questionnaire asks if I model reflective practices, and whether I encourage my students to do the same to aid in their learning. I would have to say that I have begun to model my own self-assessment in front of my students. For example, the other day I told my students that I didn’t feel I had edited my own work very well, and asked if they agreed.  They were very empathic while they agreed with me.  I told them how important it is to check yourself and evaluate on how you could do things better, or differently. The powerful thing about what took place at that moment, was that I could tell that they related to me.  It was neat to be able to share that learning doesn’t need stop at any point in life. Self-evaluation is always important no matter who you are, or where you are in your life.

Thank you,

Cathryn

Attempt at podcasting

Okay, Blogger does not host podcasts. Please click on the link provided for your listening entertainment.  I am crossing my fingers.  If I am successful...watch out 21st Century learners!!!

http://podcastmachine.com/podcasts/6523/episodes/30879

Perusing the Partnership for 21st Century Skills website

I recently checked out the Partnership for 21st Century Skills Website. I actually did it as a requirment in a college class assignment.  It was well worth my time and I feel that anyone who is interested in pushing for 21st Century Skills in education should use this site to educate theirself.

“About the Partnership for 21st Century Skills: P21 is a national organization that advocates for 21st century readiness for every student. As the United States continues to compete in a global economy that demands innovation, P21 and its members provide tools and resources to help the U.S. education system keep up by fusing the three Rs and four Cs (critical thinking and problem solving, communication, collaboration and creativity and innovation). While leading districts and schools are already doing this, P21 advocates for local, state and federal policies that support this approach for every school.” 

While perusing the site, I found articles that touch on current issues. New information that I found regarding the 3 R’s and 4 C’s was helpful in developing new understanding of issues surrounding the 21^st Century skills. My favorite thing about the website  that I found helpful, fun, and inspiring were videos that are easily accessible, and explain what 21^st Century readiness looks like. I took the liberty of taking my favorite quotes off of one of them to share with you. This video is called Tomizawa, and although it was only given a 3 star rating (which I would have to disagree with), I would highly recommend it to any teacher who wants to be inspired. 

“Every classroom teacher begins with a captive audience, but effective teaching is about captivating that audience….A captive audience is short on patience, but a captivated audience wants more after the bell has rung.” –Tomizawa

Check it out for yourself by following this link: http://www.p21.org/

Blogging in classrooms

When considering whether or not blogs can be a benefit to the classroom, I would guess that it is probably a controversial topic.  I believe that if managed well, a district could improve parent involvement and communication. Students could colaborate on projects outside of the school day. Among many more benefits,they could be used for motivation and celebrations.

If I ever am allowed to have a classroom blog, I can see that comments will need to be consistently reviewed and approved before comments are posted to the world.

Is there anyone who would like to comment on thier experiences or ideas? 

Where to start?

I am one of those people who always got away with not using powerpoints, excel, and instant messenger.  I was not raised with a computer, but have always been pretty proud of my typing skills.  For me, that was enough to get by. When I became a teacher 2 years ago, I realized that this was going to have to change.  My students didn't have access to computers because there was no one to teach them how to use them, other than for testing.  Hmmm...how will they ever be prepared for the global society if they do not learn necessary skills at school?  I am currently taking a masters course that will educate me in technology uses and strategies to use within my classroom.  This is the first post of many that will deal with the trials and tribulations along the adventurous journey into the world of technology.  Wish me luck!