Applying Learning Theories and Technology to Classroom Instruction

My personal learning theory has changed. While some teachers have spent the past eight weeks imagining that it is "5 o'clock somewhere" all day, everyday, I have been a part of an online learning community through Walden University. My classmates and I spent the past eight weeks reliving our undergraduate days, where we had to learn and understand the various learning theorists' theories in order to become more effective teachers.

Nine years ago I studied each theorist, memorized the material, took the test, and moved on. The theories had no relevancy to me. Times have changed! In my own classroom, after participating in "Bridging Learning Theory, Instruction, and Technology," one of my fellow classmates might recognize some significant changes that will change the way my students learn and I teach.

At the start of the course, we each had to explore the various learning styles, via brief excerpts in the text Theoretical Foundations. After studying the material, it was clear to me that my personal theory of learning resided mostly with Howard Gardner and B.F. Skinner. I connected with Gardner, because of his multiple intelligences theory, which essentially shows that all children learn through various strategies. Skinner's behaviorist theory also seemed like a close fit, because of his use of reward systems.

After reviewing my original "personal theory of learning" from eight weeks ago, I now know that I do use both of these theorists' theories in my classroom. I do recognize that children learn differently, and have to be given options to succeed in the classroom. Therefore, Gardner's theory is still one I plan to use. I also see a place for Skinner's behaviorist theory; however, I plan to implement my reinforcement strategies quite a bit differently this coming school year.

In my original paper, I wrote about the commonly used "marble" behavior system that many teachers choose to use in their classrooms. While each teacher tweaks the system to fit his/her style, the idea is common among most teachers. I recognize now that while the system might be effective for me, it served no purpose to my students. They did not, and will likely continue to not care about the incentive program, because it had no meaning.

This year I am trying a new reinforcement strategy partially stolen from my wife's school, partially developed from my own ideas, and partially adjusted from the reinforcement activities described in the text book Using Technology with Classroom Instruction that Works. In chapter three, the authors discuss various methods of providing recognition. They suggest that the teacher use personalized recognition and use concrete symbols of recognition. In chapter eight, reinforcing effort is discussed. In this chapter the authors state that teachers must "explicitly teacher the importance of effort," (book) and have students monitor their effort while working towards a goal.

This year in my classroom, my students will take part in the "Earn It!" class challenge. Each week my students can earn points for various activities, such as completing all of their homework, helping out a friend, getting a great score on an assignment, filling out their agendas, etc. At the end of each week they will add up their points, and record them on a class chart. Once my students have earned a certain amount of points they will receive a varsity letter ("P" for Pulaski in this case). From here they can earn various colored (red, blue, gold) star stickers and a Pulaski logo sticker to add to their letter. Additionally, over the course of the year my students will be able to earn stickers randomly for excelling in the classroom, getting a great grade, helping out a classmate, and more. They will be able to earn an infinite amount of these stickers. The idea is to fill up their varsity letter "P" with as many stickers as possible by the end of the school year.

Additionally, since I am getting rid of my marble incentive this year, when all of my students earn the varsity letter "P," the whole class will receive some sort of reward of their choice. The same goes for earning the various colored stars.

I am very excited to try this new reinforcement and effort strategy out. I am excited to expand a math lesson by using the data a student has on their personal chart. With the data they will use Google Docs and Spreadsheets to make graphs and such. Since my classroom is piloting Google as a possible district wide initiative for years to come, my students will be able to email their parents both graphs and explanations of their effort through Gmail. I believe this year, and for years to come, my reinforcement and effort monitoring will be very rewarding and meaningful for each of my students.

In my original personal learning theory I also touched on having a SmartBoard in my classroom. While I stated that the SmartBoard changed the learning environment, I am now not totally convinced that it changed the way my students learned and I taught. In the past, I now believe that my SmartBoard was being used as primarily an instructional tool. I wrote notes on the board, my students still copied them. I put a slideshow on the board, my students still watched it.

This year, I want to make my SmartBoard truly interactive. I want it to be a learning tool. I want to see my students up at my SmartBoard manipulating mathematical problems. I want to see my students rearranging sentences in order to make a complete paragraph by using the Smart Notebook Software. I want to see my students create presentations they never thought possible through Microsoft PowerPoint and/or Windows Movie Maker. For my students to be successful, I will have to step back and facilitate.

This means I will have to apply a more constructivist approach to my teaching. I will have to watch as my students experiment with the SmartBoard and other technology tools, and accept that failure might come at first, but with some coaching, they will be able to succeed. I will also have to integrate a more socialist approach, by allowing my students to work cooperatively to maximize their classroom experience.

I am very excited to see the direction my classroom will take with the "Earn It" challenge and allowing my students to interact more with the SmartBoard and the resources that work side-by-side with it. The idea of being a facilitator is very intriguing to me, especially since I know it will make me a more effective instructor. In using the past eight weeks to study and change perspectives on what I previously thought to be "meaningless" theorists, I think this year my students truly will learn something new, in a way that is meaningful to him/her. I also now recognize the importance of staying up to date on the various teaching and learning strategies available to me.

To all my fellow teachers/classmates, good luck as the new school year quickly approaches!

Chris

VoiceThreading is Cool!

I created a voice thread asking for suggestions of how to set up my classroom this coming school year. My goal is create a 21st century classroom environment where collaboration can take place at any time, but also where my students have some free space. This is tough, considering I have 26 fifth graders, who sprout into big fifth graders by January/February each year. I created this thread using Microsoft PowerPoint for my images, but VoiceThread.com for the rest. Enjoy, and I am excited to get some feedback on VoiceThread.

Here is the link to my voice thread:

http://voicethread.com/share/1260563/

Cooperative Learning through Google…Hopefully!

This coming school is going to be a new beginning, in some ways, for me. Certain changes happen because they must, while others seem quite unclear to me. However, one change I am excited for, one that will hopefully enhance my students' experience in the fifth grade is Google. This coming school year my entire fifth grade team is "piloting" the use of Google and all of its many tools in our classrooms. Students and teachers will be given a GMail account, giving them access to Google Docs, Blogger, Google Reader, Google Books, Google Maps, Google Sites, and more! My mind is exploding with ideas. To be honest, this pilot has had me on the edge of excitement since it was merely in the "idea" stage last January. I think Google's tools will open up a totally new avenue of learning that my incoming fifth graders will not have known is possible. Additionally, it will definitely effect the way I instruct my students in any subject matter, because it would seem as though the possibilities are about to become endless.

In Using Technology with Classroom Instruction that Works this week I read about cooperative learning. Early in the chapter the authors claim that "When students work in cooperative groups, they make sense of, or construct meaning for, new knowledge by interacting with others" (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p. 139). In my experience this statement could not be more true. My students get the most out of classroom experiences through mathematics and science. The reason I know this is because their math curriculum (Everyday Mathematics) requires quite a bit of cooperative group work on a daily basis. Children get the opportunity to teach and be taught by peers. Groupings vary in size and ability.

Our science curriculum uses the Einstein Project, which brings hands on science into the classroom. Our students are introduced to these kits in kindergarten and use them all the way through middle school. Each kit comes complete with enough "stuff" to have each child work in groups, no larger than five, to complete various science experiments. Nearly every unit ends with a real world problem that the groups must solve, based on what they learned over the duration of the science unit.

I think both Everyday Mathematics and Einstein Kits will easily coordinate with the various programs that Google has to offer. This week, I watched a student use VoiceThread to talk about an end of the unit math problem she had made up, also showing visuals of how to complete the project. While VoiceThread will be useful for this in my own room, I am hoping to find a similar application within Google. If this sounds right, I would like Google to serve as a second "homeroom" for my students this coming year. It can be a place to store, share, and collaborate on their "stuff."

The good news is that I think Google will also open up the doors for more cooperative group work in the other core subject areas, Language Arts and Social Studies. I think my students will have more time to reflect on writing projects, because they will not have to spend as much time writing and re-writing by hand. Like it or not, most of our students can, or will be able to, type faster than they can write. I know this is true for me. I could not tell you the last time I hand wrote a paper of any sort. If I would do that for my current masters course, I would never meet any deadlines. Additionally, through the use of Google Docs, my students will be able to share and publish their papers. They will be able to understand peer comments. Peers will hopefully be more likely to research whether or not a word is spelled correctly, or used correctly. Additionally, losing notebooks (AHHH!) should no longer be an issue.

Social Studies notes can be put online by myself or another teacher. These notes would have the potential to be modified at any time by the teacher or student. Notes could have useful links to gather more information. Notes could also lead students to various Webquests on the net that are based on the specific topic.

In my brief and recent experience of comparing various learning theories to current classroom practices, I think it is safe to say that cooperative learning ties in quite well with the social constructivist learning theory, which essentially says: knowledge is created through interaction. I think it is important to note Lev Vygotsky's thoughts on the Zone of Proximal Development (ZPD) and More Knowledge Other (MKO). Vygotsky's three tiers within the ZPD create a "frame of 'things' that a particular child can learn" (Laureate Education Inc., 2007). The lower tier would be what a child already knows. The middle tier is what a child is ready to learn. The top tier would be something a child is unable to learn at the time. More importantly, the top tier can only be learned through MKO...a person who helps a child learn the top tier; such as a teacher or classmate. To me, this sounds exactly like cooperative group work. Thus, Vygotsky's work with social learning theories correlates quite well with collaboration.

As of I have stated in past blog posts, I think that applying various learning theories to my classroom toolbox is an important step in becoming a master, effective teacher. I am hoping that by truly adopting the social learning theory this coming school year, largely through the use of Google, my students will become better teammates inside and outside of school. I am hoping that they are able to learn to respect one another, help when another, and listen to one another. My gut instinct tells me that while this coming school year is going to be very new, and challenging, it is also going to be my best school year yet. We'll see!

References:

Laureate Education, Inc. (Producer). (2009) Creating an Effective Classroom Learning Environment [Film Strip]. Social Learning Theory. Los Angeles: Laureate Education, Inc.

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

PBL in the Classroom

At the Auburn Early Education Center (AEEC), Principal Dr. Lilli Land says, “Technology has taken us to another level.” After watching Dr. Land’s students and staff showcase their talents in the short documentary on Edutopia.org it is clear that the constructivist theory is alive and well at this school. The kindergartner’s within her building glow with enthusiasm while preparing to go on a fictitious trip to Brazil, or while planning a funeral for the class praying mantis, or while sharing personal stories and then writing about them, or even while learning the meaning and usage of the alphabet. In almost every activity shown, students are engaged in project and/or problem based styles of learning. When faced with problems, the students at AEEC go the extra mile to find a solution. This school is beaming with students, staff, and parental support that have formed a true community of learners, thinkers, and problem solvers. Watch this short video and see for yourself:

Another great constructivist approach to teaching and learning that I read about this week, in Using Technology with Classroom Instruction that Works, was exemplified by fifth grade teacher Mrs. Omar. In her attempt to meet her school district’s benchmarks for Social Studies and Economics, she did a simulated activity where her students learned about savings, investments, and interest rates through trial and error. Using Microsoft Excel, she created an interactive savings and investments spreadsheet which showed her students the results of multiple options they could choose on how to save a “recently inherited $10,000”. Each option left the student with a certain amount of money after a time period of 30 years. While it might not happen in the form of a $10,000 inheritance, each fifth grade student in Mrs. Omar’s class is likely to remember this lesson when they are presented with a real life, money/investment decision.

This week I also took some time to explore a problem based project/game, called “Astro-Venture: Design a Planet.” This game made me, the user perform several tasks before finding out if my newly created planet was suitable for human life or not. After roughly ten tries and 40 minutes, I finally created a planet (just the right size) that orbited around a red dwarf star (at just the right distance). Additionally, my planet contained volcanoes, tectonic plates, water, and plant life, all vitally important aspects of a planet capable of inhabiting humans and animals alike. This NASA created simulation provided me with tutorials prior to construction. During the game it provided me in depth explanations about any choices I made along the way, but never quite gave me an answer if I was right or wrong, until the very end. I had to do quite a bit of trial and error, before I figured out what my planet really had to have. The simulation was very in tune with a problem based project, and would fit very well into any planet unit.

All of the activities I read about, watched, and played this week tie-in quite well with the constructivist and constructionist theories taught this week. To me, project based and problem based learning makes a lot of sense, especially when trying to connect instruction to technology. In my own classroom I am always looking for ways to do this, but often find that time plays the largest factor in not being able to create and carryout more PBL projects. If time were not an issue, PBL’s would be an exceptional ways for children to learn, think, and problem solve.

While time is not always on my side, I do think it is important to find ways to sneak various components of a PBL unit into a smaller lesson when applicable. For example, in a math class my students might be studying the order of operations for the first time. In the past I have always introduced this lesson with a problem on the board that must be solved using the order of operations. Each student then answers the problem on their own. Once everyone is done I quickly collect everyone’s answer on the board to show them how many answers a class of over 25 found, for what seemed like a fairly simple problem. This specific type of math problem, at the fifth grade level, certainly gets the attention of each student in my class, and focuses them for the upcoming lessons where we explore order of operations. In some ways, it is almost like a mathematical way of doing a KWL. On a fun side note, my students love when I find music videos on YouTube or TeacherTube. Both Mr. Duey and Mr. Q.U.E. are very popular. Click on the image below to check out Mr. Q.U.E. rap about the order of operations (you have to watch a quick ad before it begins):

Problem and Project based instruction (constructionist and constructivist theories) will always have a place in my classroom. In the past three weeks I have also come to realize that so will behaviorist and cognitive theories. I am not one to seek a “happy-medium” instructional strategy, because it is only through my current Walden University course that I have come to realize how many variations of teaching theories I use. Is one more effective than another? Maybe, but as a professional I am always tweaking my teaching strategies to meet the needs of each child in my room. On this particular day, I can say that along with the previously studied theories, constructionist and constructivist learning theories definitely have a place in my classroom.

Pavlov's Altoid Theory

I couldn't resist posting this, after watching this episode of The Office. Watch as Jim uses Pavlov's behaviorist theory on Dwight (click on Dwight).

Thinking with Concept Maps

When I think of the word cognitive, the word “thinking” comes to mind. In looking at a student’s cognitive ability, I see it has his/her ability to think. How well he/she is able to think is not always in my control. However, with a few new tips and tricks that I picked up this week, my student’s cognitive ability may be more in my control than I previously thought. This being said, there are many ways I can incorporate technology into my teaching portfolio, in a way that my students are working with the technology to gain a better understanding of the topic at hand.

One of the tools described in Using Technology with Classroom Instruction that Works is the computer software Inspiration, an organizing and brainstorming software. In this software a teacher is able to create several variations of concept maps, such as summary frames, definition frames, topic-restriction-illustration frames, problem solution frames, and character trait frames. This software would definitely come in handy, since creating concept maps can sometimes be an exhausting task. That being said, decided to do a Google search on Inspiration. My search took me to their website where I found Webspiration, a free public beta version of the upcoming subscription version. In no time I had signed myself up, and began goofing around with the free version. I chose to create a character trait frame, based on the book The City of Ember. As you can see in the picture, the idea is simple, but has created a map to follow and look at. In addition, I had fun making this, though it took me a bit, because I was playing around with the various tools.

I think the use of these concept maps correlate quite well with the various cognitive theories. For one, creating a concept map “replicates the network model of memory (Laureate Education Inc., 2009).” If a child were to build a character map, similar to the one I created, he she would have to activate prior knowledge, and then begin making connections about the character they have chosen. I enjoy the way Dr. Michael Orey describes concept mapping. He says, “Concept maps serve as mind tools, because it is hard to sort tons of information at one time. These organizers help learners visualize the idea and make connections between ideas (Laureate Education Inc., 2009).” I also think that in creating these concept maps, with a technological tool like Inspiration or Webspiration, I am giving my students an opportunity to create an episodic memory, which according to Dr. Orey is very powerful.

Another resource I have learned about this week, which can be applied to the use of technology in the classroom, is the use of cues, questions, and advanced organizers. In the Using Technology with Classroom Instruction that Works cues are described as “explicit reminders or hints about what students are about to experience (Hubbell, E., Kuhn, M., Malenoski, K., and Pitler, H., 2007, p. 73).” While questions are similar, they might be used to get the ball rolling or to get kids thinking and talking about a topic. Advanced organizers might come in the form of a concept map, but are given to students prior to a lesson beginning. Additionally, advanced organizers come in many different forms.

In seeing how cues, questions, and advanced organizers might work in my classroom, I am going to use an example of discussing the lost colony on Roanoke Island with my fifth grade students. Prior to class beginning, it would be appropriate for me to put up a map of the general region where the Roanoke Island is. Plus, I might begin the lesson by discussing with students some prominent figures/ideas; like John White, Sir Walter Raleigh, 1587, winter, England, etc. From here, I think my students would be able to actively participate in a KWL chart on the lost colony of Roanoke Island. Next would be a great time to distribute a blank advanced organizer for my students to fill in as we discuss the lost colony of Roanoke Island, as pictured below.

Both of the strategies I have described would work well in any classroom. With more practice, I am positive that I will be able to become more familiar with Inspiration, or in this case Webspiration. It seems like a resource that could be implemented immediately, in order to create a more effective learning experience for my students. This being said, there are thousands of other cognitive, technological learning resources available. The opportunity is ours, if willing to explore, learn, and practice a bit of thinking ourselves.

References:

Laureate Education, Inc. (Producer). (2009) Creating an Effective Classroom Learning Environment [Film Strip]. Cognitive Learning Theory. Los Angeles: Laureate Education, Inc.

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

The "Hendricks Box"

In my experience, B.F. Skinner is probably the most well known learning theorist, specifically with his behaviorist learning theory. B.F. Skinner learning theory suggested that students learn behaviors, skills, and knowledge in response to the rewards, punishments, or withheld responses associated with them. To Skinner, a student learns as a result of his/her environment, not necessarily because of their mental activities. Skinner began testing his hypothesis by experimenting with rats in the famous “Skinner Box,” using the idea of operant conditioning. Simply put, when inside the box, his rats were trained to press a lever, which resulted in receiving a food pellet (positive reinforcement). Eventually the pellet was replaced with a quick electric jolt, and no pellet (negative reinforcement). The rats associated the shock negatively, therefore no longer pulled the lever.

So this makes me wonder, is my classroom a Skinner Box? More importantly, is my classroom a “Hendricks Box!?” Are my students being conditioned, while stuck in their desks all day, to make me happy, so that they will be rewarded? Are they conditioning themselves, because they know that earning a good grade feels better than earning a failing grade? While it is easy to associate behaviorist theories directly with the way students behave towards one another and the people around them, this week I learned some new ways to think about behaviorism, along with how to apply it right away to the upcoming school year (let’s not talk about that yet…it’s only July 7).

The current text book I am reading, Using Technology with Classroom Instruction that Works (Google edition), discusses the behaviorist theory, without actually coming out and saying so. The first section I read about was on reinforcing effort. According to the authors, “Effort is the most import factor in achievement” (Hubbell, Kuhn, Malenoski, and Pitler, 2007). They recommend that students must first be taught what effort is, followed by monitoring their own effort through the use of spreadsheets. In doing so, “students can change their beliefs and make a connection between effort and achievement” (Hubbell, Kuhn, Malenoski, and Pitler, 2007). If used effectively this system could be a great addition to any classroom. While the text suggests using a computer lab or laptop computers to complete a weekly analysis of performance, I think it would be just as easy to create a generic spreadsheet to be printed out and distributed at the beginning of each week. If used on a school network, the spreadsheets could easily be saved and monitored over time. Eventually the data could be collected to create personal mathematics lessons on graphing, data collecting, and more. Likewise, the same could be done with paper copies; however it may take more time to complete.

This particular strategy would be very useful to any teacher looking to integrate the behaviorist learning theory with technology. Plus, students would get to take a first-hand look at their own learning style and the amount of effort they give. If used consistently, this tool would be very beneficial to any student, ranging from one who is competitive with him/herself or one who lacks motivation to complete the daily work required to earn a desired grade.

The second section I read about was on homework and practice. Again, this section made several suggestions of how to apply the behaviorist learning theory to completing work outside of school. The authors begin by claiming that “Mastering a skill or process requires a fair amount of focused practice. Additionally, while practicing, students should adapt and shape what they have learned” (Hubbell, Kuhn, Malenoski, and Pitler, 2007). If this isn’t a behaviorist idea, I don’t know what is. In order to apply these ideas to homework and practice, it is suggested that students and teachers use a variety of technological tools, such as word processing software, multimedia, and communication software to enhance homework and practice.

This coming fall my teaching team is one of several groups within our district who will be piloting Google as a wide spread tool. We will be using almost any aspect of Google with our students, including Gmail, Google Docs, Blogger, and more. I think this will be an outstanding opportunity for my team and most importantly our students. This tool is going to make learning possible 24/7, because while students are at home they will be able to access their personal work, blog, website, etc. Additionally, while I am at home I will be able to access student work and respond to them with more ease. In the age of technology, this looks like a golden opportunity to my entire team, students included. Additionally, I think the use of Google inside and outside of the classroom walls will be an added motivator to my students. Believe it or not, students respond to technology and opportunity. This will give them both of those.

So, it would seem as though my classroom will take on the look of a “Hendricks Box” this coming school year. My students and I are about to embark on a technological upgrade to our district that no one else has had the chance to do. Will this make my students motivated? I think so. Will this make my students more accountable? My guess is yes. I am excited to say that my classroom is going to take a huge step towards going “digital” this coming year, giving my students the opportunity to “increase their level of understanding to mastery” (Hubbell, Kuhn, Malenoski, and Pitler, 2007).

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