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/