Social Learning Theories and Voice Thread

Social learning theories address the need for students to work collaborative and converse over the concepts being taught to help deepen their understanding. When students are given the chance to work together and build upon each other’s knowledge, they are able to use their peers to help them understand the concept or lesson. In my classroom, I give students multiple opportunities to work together on projects, or simply to solve a problem. When I do this students are able to share their different strategies, and learn different ways to approach the same answer. According to Dr. Orey, the social learning theory is about students working together, either completing a project or teaching each other about new content (Laureate Education, Inc., 2010).

The instructional strategy we read about this week is cooperative learning. This instructional strategy and social learning theories directly relate to each other. In cooperative learning groups, students are able to explore their knowledge of content on a deeper level. In their groups students are able to share ideas and thoughts to help others understand it better. When cooperative learning groups are used, students should know the purpose of the group, as well as their job in the group. I teach third grade and this is an important aspect of forming groups. I assign my students different jobs so they know what I expect of them, and when all the jobs are put together, the assignment or task is completed. After learning about voice threads, blogs and other educational technology tools, I can see how I can implement the technology with the social learning theory. Students need to be aware of social media since they are exposed to it outside of the classroom.

Both cooperative learning and the social learning theories are based upon students working together to solve or explore a given topic. When students are engaged in their learning as a group, they are accomplishing this theory and strategy. In today’s classroom, students need to be exposed to working together collaboratively and realizing the impact they can have on each other’s learning.

Here is my voice thread I created for this week about a problem we face at my school:

http://voicethread.com/#q.b2493352.i0.k0

Happy blogging until next time!

-Sam R.

Reference

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Social learning theories. Baltimore: Author.

Constructivist and Constructionist Learning Theories

When I began exploring these two learning theories, I was curious to see how they were different. Like Dr. Orey states, many people do not know and understand the differences in the two theories, but it is important for teachers to understand so we can implement them effectively in our classrooms (Laureate Education, Inc., 2010). In the classroom, the theory that is evident and important is the constructionist theory. When students are engaged in their learning, and they are creating artifacts to show what they have learned, they are participating in the constructionist theory, according to Dr. Orey (Laureate Education, Inc., 2010).  In my classroom, I feel that this is very important to help students grasp the concept and be more successful in their learning.

The instructional strategy we read about this week is generating and testing hypotheses. Of course, the first thing that came to my mind was science; however this strategy can be implemented into any subject. Once I began reading about it one of the aspects of this strategy is problem solving. Being a math teacher I got really excited because this is a major component in helping my students become better mathematicians. If students discover a problem, create a hypotheses and then test their hypotheses they are accomplishing this strategy. Generating and testing hypotheses correlates with the constructionist learning theory because students are able to use project based learning and their own experiences to create knowledge. Especially with problem solving, students have to generate ways to solve their problems, and continue to test those strategies until they successfully accomplish the problem.

Now that I know more about this strategy and constructionist theory, I feel that I will be more aware of the projects that I assign in the classroom. I want my students to be challenged and engage in meaningful learning through the projects. Of course to help them be successful, I will provide them with my expectations and resources; however students will have to complete all the hands-on components of the projects.

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructivist and constructionist learning theories. Baltimore: Author.

Cognitivism in Practice

For this week’s resources we learned more about two different instructional strategies: cues, questions, and advanced organizers and summarizing and note taking. With the cognitive theory, both of these instructional strategies can be implemented in the classroom effectively with the use of technology.

The first strategy I am going to focus on is summarizing and note taking. Being a third grade teacher, I will admit that I do not use this strategy very much in my classroom. After learning more about it, I feel that I will feel more comfortable integrating it into my lessons. One idea for implementing summarizing in the classroom with the use of technology is through Microsoft Word. If a student needed assistance summarizing text, there is tool called Auto Summarizing that will help summarize that text for them. I was completely unaware of this tool. As for note-taking, I love the idea of the inverted T. Students write an inverted T, or they draw one on Microsoft Word. On one side of the T they write essential words, on the other side, they can draw an image relating to those words. This addresses the dual code of the cognitive theory by having images with information to help store that information in their long term memory.

The second strategy is cues, questions and advanced organizers. I also do implement enough advanced organizers in my classroom, especially since all I teach is math and science. However, I do use cues and questions to help guide my lessons. In every lesson students are first exposed to their “I can” statement which helps expose them to the material we will cover that day. It gives them an idea of what we are going to learn that day. I also have an essential question that I focus on for the lesson. I ask the question at the beginning of the lesson, and again at the end to see if their answer has changed because of their new knowledge. Throughout the lessons, I ask many questions to help guide their thinking, but keeping their focus on the “I can” statement and essential question. Not only do I feel it helps guide student learning, but it also guides my teaching. If at the end of the lesson, students are still unable to answer the question, then I must go about teaching the content in a different way to help them gain the new information. Questioning is an excellent instructional strategy for all teachers to keep them aware of student learning throughout a lesson.

After learning about these strategies and the cognitive learning theory, I feel that both are essential in student achievement. If students do not retain the information, then they will not be able to recall it later. These strategies are excellent tools to help students put the information into their long term memory and make the connections needed in order to be successful with the new knowledge.

Happy Blogging until next time!
~Sam R.

Behaviorism in Practice

In this week’s learning resources we learned about two instructional strategies that can be correlated with technology, homework and practice and reinforcing effort. These are only just two of the many instructional strategies that can be implemented effectively with technology in the classroom.

The first instructional strategy is reinforcing effort. In my classroom, all I want is for student to give their best effort in everything they do. If I notice them doing this, they receive praise not just from me, but from other students as well. I have noticed that praise for effort or desired behavior, influences students to continue those behaviors and efforts.  Through the reinforcing strategy, students know my expectations and what is acceptable in the classroom.

Last year, my entire school adopted what we call our “40 Eagle Essentials”, which essentially are our school rules. It is a school wide plan, that all teachers including special area teachers (art, music, etc.) use within their classroom. Eagle Essential 18 states that every student is expected to turn in homework Tuesday through Friday of each week. This means homework will be assigned Monday night through Thursday night. In my classroom, I do not give homework to students on topics that we have not covered in class. It is important that the work they take home can be done independently without much help from parents or siblings. I also do not send home but a few questions, because I realize that students are receiving homework from the other teacher. If students do not complete the homework, their consequence is to put their name on the board, which is a warning. In most cases, if students do not have their homework in one class, they usually do not have it in either class. In that case they will receive their name and one check, which means they have to sit at the silent lunch table. By implementing these punishments for actions, the entire school is participating in a form of behaviorism.

There are many instructional strategies implemented in classrooms. These two strategies are examples of how behaviorism is implemented in today’s classroom. When students receive positive reinforcement or consequences for their behavior they learn what is expected of them in the classroom.

Happy blogging until next time!

~Sam R.