After reading the two blogs, a couple of comments stood out to me.
Bill Kerr: Philosopher Daniel Dennett has extended the core correct concept of behaviourism (generate and test) into the inner environment. It's not correct to say that the "theory was abandoned everywhere else". Actions which are followed by rewards are often repeated. Doesn't that make us all behaviourists, despite many excellent critiques of Skinner?
As a nation we fit the generate and test aspect. In GA we have the CRCT which students have to pass in grades 3, 5, and 8 to be promoted. This is essentially reward and punishment. You pass you go to the next grade level; if you fail, you are retained. The state test is said to be a standards test, but when it comes down to it, its not. My students can create graphs all day; the constructivist aspect and standard, then to prepare for the test they have to be able to answer multiple choice questions on it. With all the testing our students do, they are rewarded or punished for their test results; this is behaviourism.
Bill Kerr: It seems to me that each _ism is offering something useful without any of them being complete or stand alone in their own right
I completely agree with this statement. As teachers we find what works best for our content, age, and school. We pick and pull from various resources to help our students understand the content. I teach students to add, subtract, multiply, and divide positive and negative numbers. We go over different ways to look at it and different ways to solve the problem, but before we move on they have drill and practice and memorization. It is imperative for them to know how to do it. A couple of years ago my students weren't getting it. I resorted to old school days of writing out the facts 10 times each and testing until they passed. We do what it takes to get it through their heads.
http://www.youtube.com/watch?v=CPYxfj6eanU
I found the above link to be an informative narrated PowerPoint on the basics of behaviorism and the cognitive learning theory. It is a little boring, but has great information!
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
This is a great video on the learning theories in action!
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html
http://karlkapp.blogspot.com/2007/01/out-and-about-discussion-on-educational.html
Thursday, June 24, 2010
Wednesday, June 9, 2010
EDUC 7105 Module 1
What are your beliefs about how people learn best? What is the purpose of learning theory in educational technology?
As an educator, I have learned that students learn in various ways. I teach 7th grade math and our main focus for the year is positive and negative numbers, also called integers. Students learn to add, subtract, multiply, and divide integers. When the concept is first introduced, students struggle with it. To show them how to add integers, I use a number line, colored tiles, and, a set of rules. Some students need to count on the number line and others need to use the colored tiles to show how a negative and a positive become zero. Then, I have the advanced students who just need a set of rules to tell them what to do.
I like to give my students a test to see what strengths they have and which of the multiply intelligences fits them the best. This gives me an idea of where my students are. I also like to see which kind of learner they are, auditory, visual, or a hands on learner. As teachers, we have to meet the needs of all students. I like to give my students choice and variety when I give notes.
I think students learn best if they are taught in a way that reaches their specific learning styles and incorporates their multiple intelligences. For the most part, in my experience I think students learn best when they use manipulatives and construct their own understanding. If you simply tell a student how to do it and don't give an explanation many will get lost. The students need to practice and understand to be successful.
Here is the link for the multiple intelligence test that I give my students.
http://literacyworks.org/mi/assessment/findyourstrengths.html
The three main learning theories include behaviourism, Cognitivism, and Constructivism. Educational technology encompasses each of these. Educational technology is quite similar to traditional education; the delivery method is different. Educational technology can start out simple and then grow; starting with behaviourism and continuing to cognitivism, finally reaching constructivism where the learner has become independent. When a students first begins using technology they are not completely sure what to do and how to do it. Once they have come out of their box and explore, they can continue in their learning until they create their own ideas and beliefs.
The following link is a great visual representation of learning theory.
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
As an educator, I have learned that students learn in various ways. I teach 7th grade math and our main focus for the year is positive and negative numbers, also called integers. Students learn to add, subtract, multiply, and divide integers. When the concept is first introduced, students struggle with it. To show them how to add integers, I use a number line, colored tiles, and, a set of rules. Some students need to count on the number line and others need to use the colored tiles to show how a negative and a positive become zero. Then, I have the advanced students who just need a set of rules to tell them what to do.
I like to give my students a test to see what strengths they have and which of the multiply intelligences fits them the best. This gives me an idea of where my students are. I also like to see which kind of learner they are, auditory, visual, or a hands on learner. As teachers, we have to meet the needs of all students. I like to give my students choice and variety when I give notes.
I think students learn best if they are taught in a way that reaches their specific learning styles and incorporates their multiple intelligences. For the most part, in my experience I think students learn best when they use manipulatives and construct their own understanding. If you simply tell a student how to do it and don't give an explanation many will get lost. The students need to practice and understand to be successful.
Here is the link for the multiple intelligence test that I give my students.
http://literacyworks.org/mi/assessment/findyourstrengths.html
The three main learning theories include behaviourism, Cognitivism, and Constructivism. Educational technology encompasses each of these. Educational technology is quite similar to traditional education; the delivery method is different. Educational technology can start out simple and then grow; starting with behaviourism and continuing to cognitivism, finally reaching constructivism where the learner has become independent. When a students first begins using technology they are not completely sure what to do and how to do it. Once they have come out of their box and explore, they can continue in their learning until they create their own ideas and beliefs.
The following link is a great visual representation of learning theory.
http://www.youtube.com/watch?v=Vq9XIrNGgoQ
Sunday, February 14, 2010
Sunday, February 7, 2010
Module 5 Discussion
I find myself between static and dynamic. I have the resources to be dynamic. I have a Smart board, clickers, Elmo document presenter, and every manipulative and math game imaginable. I teach at a Title 1 school, and our principal does a wonderful job of making sure we get all the funds in the classroom. Even though I use the technology I have on a daily basic, I don't consider myself a dynamic teacher to its full potential. Just because technology is in the room does not mean you are dynamic. The technology has to be used correctly and used to enhance learning. The students should get something extra from the technology. I can give my same notes on the white board. They don't learn anything extra from my technology use.
I find with my gifted class, I use my dynamic teaching methods. For example the students had to make a scale drawing of the class last week while we were studying scale factors. I gave them a list of objects in the class that needed to be included. I gave them an assortment of materials; all of which they did not need. I told them to come up with a scale factor, and create the classroom. They had a computer to assist if needed. I find with gifted kids, they are better problem solvers and critical thinkers. I can let them do more than the standard teaching and worksheets.
Here is the link to my concept map. After looking at others and graphics it puts mine to shame. I have the content, but it is not a pretty! http://www.slideshare.net/mhtilson/concept-map-mc-cullough-m
Here is a concept map that stood out to me
Kianna's blog:http://kobysmomsblog.blogspot.com/2010/02/static-vs-dynamic-technologies.html
I find with my gifted class, I use my dynamic teaching methods. For example the students had to make a scale drawing of the class last week while we were studying scale factors. I gave them a list of objects in the class that needed to be included. I gave them an assortment of materials; all of which they did not need. I told them to come up with a scale factor, and create the classroom. They had a computer to assist if needed. I find with gifted kids, they are better problem solvers and critical thinkers. I can let them do more than the standard teaching and worksheets.
Here is the link to my concept map. After looking at others and graphics it puts mine to shame. I have the content, but it is not a pretty! http://www.slideshare.net/mhtilson/concept-map-mc-cullough-m
Here is a concept map that stood out to me
Kianna's blog:http://kobysmomsblog.blogspot.com/2010/02/static-vs-dynamic-technologies.html
Sunday, January 24, 2010
Module 4 Discussion
I think it is important to incorporate technology into the classroom; however, it must be done with planning. Having technology present in the classroom does not suddenly change things; the technology must be implemented correctly. My school is a Title one school and we have an abundance of technology. I like to incorporate technology as much as possible. I teach math, and I have a hard time getting them to understand the importance of studying and completing math homework. I use a comparison to texting, video games, and facebook. They seem to get the connection then. We also use laptops and computers on a weekly basis in each class.
For online learning I focused on the various aspects that I felt were important according to the resources we have explored. Here is a link to my graphic organizer
http://www.slideshare.net/mhtilson/graphic-organizer-module-4-2982805
Collaboration:
1. Wiki: Wikis are a great tool to set up a learning group and a small group. Wikis can be used to organize assignments in class, monitor participation, and small groups.
2. Blogs: Blogs are similar to wikis in their purpose for online learning. One might set up a blog as a journal entry on a topic throughout the course.
3. Learning Groups: Learning groups can be a great resource for students. They can provide help, feedback, and encouragement. Also, learning groups can be used to help break down a large class into smaller groups for learning.
4. Peer Evaluations: Peer Evaluation is a great tool. When working with a group or collaborating on an assignment, students can critic and provide feedback before the instructor grades the final product.
5. Group Projects: Group projects have the potential to be great if everyone participates. With group projects you can collaborate and work with each others strengths to put together the final product.
Content
1. Vodcast: Vodcast are a great tool to present information in another form besides reading out of a textbook. Vodcast also reach the auditory learner.
2. Online Journals and Articles: From the convenience of home, students can look up journals and articles that are relevant to class. This can relive stress of not having to leave home and worry about having a magazine or reference book on your topic.
3. Modules: Modules help break down the course work. It makes it easier and organizes the work for the students.
4. Constructivist Learning: This is key in having students create an understanding instead of leaning by memorization. The student is actually applying it.
5. Relevant to Real Life: In completing this degree, most students are teachers, so the content can be related to the classroom and applied to our personal lives.
Compatibility
1. Choice:Choice is key to accommodating all learners. Each student is different and should be able to choose which method of assessment would best suite them.
2. Rubrics: Rubrics are a great tool to help the learner know if they are completing the requirements of the assignment.
3. Flexibility: Online learning allows flexibility for the student to complete assignments at his/her convenience.
4. Instructor Feedback: Instructor feedback is important to learning. This helps the students know what aspects of the assignment were satisfactory and which parts need improvement.
5. Computer Based: With advances in technology many tasks have become computer based. Online learning utilizes the computer.
For online learning I focused on the various aspects that I felt were important according to the resources we have explored. Here is a link to my graphic organizer
http://www.slideshare.net/mhtilson/graphic-organizer-module-4-2982805
Collaboration:
1. Wiki: Wikis are a great tool to set up a learning group and a small group. Wikis can be used to organize assignments in class, monitor participation, and small groups.
2. Blogs: Blogs are similar to wikis in their purpose for online learning. One might set up a blog as a journal entry on a topic throughout the course.
3. Learning Groups: Learning groups can be a great resource for students. They can provide help, feedback, and encouragement. Also, learning groups can be used to help break down a large class into smaller groups for learning.
4. Peer Evaluations: Peer Evaluation is a great tool. When working with a group or collaborating on an assignment, students can critic and provide feedback before the instructor grades the final product.
5. Group Projects: Group projects have the potential to be great if everyone participates. With group projects you can collaborate and work with each others strengths to put together the final product.
Content
1. Vodcast: Vodcast are a great tool to present information in another form besides reading out of a textbook. Vodcast also reach the auditory learner.
2. Online Journals and Articles: From the convenience of home, students can look up journals and articles that are relevant to class. This can relive stress of not having to leave home and worry about having a magazine or reference book on your topic.
3. Modules: Modules help break down the course work. It makes it easier and organizes the work for the students.
4. Constructivist Learning: This is key in having students create an understanding instead of leaning by memorization. The student is actually applying it.
5. Relevant to Real Life: In completing this degree, most students are teachers, so the content can be related to the classroom and applied to our personal lives.
Compatibility
1. Choice:Choice is key to accommodating all learners. Each student is different and should be able to choose which method of assessment would best suite them.
2. Rubrics: Rubrics are a great tool to help the learner know if they are completing the requirements of the assignment.
3. Flexibility: Online learning allows flexibility for the student to complete assignments at his/her convenience.
4. Instructor Feedback: Instructor feedback is important to learning. This helps the students know what aspects of the assignment were satisfactory and which parts need improvement.
5. Computer Based: With advances in technology many tasks have become computer based. Online learning utilizes the computer.
Sunday, January 10, 2010
Module 3 Discussion
My classroom is set up in groups. I have six groups of 4. Each of my students are expected to work in groups throughout the week. At the beginning of the year we have a conversation of creating a classroom community. I discuss how each person is expected to contribute to the group as a whole. I connect it to out of school and the workforce. I explain to my students how we are expected to work with our co-workers regardless of if we like them or not. We must be respectful and cannot "shut down" because we don't like who we are sitting next to. ( I teach 7th grade)
I an effort to help encourage students to work well with one another I do a positive reward system. I keep a point system for each group. Groups get points for all having homework, being on task when others are not, working exceptionally well together, and so on. They loose points for being too loud, not working together, leaving their group a mess, and being off task. At the end of the week the group with the most points gets a small prize; candy, homework pass, extra credit pass, ice cream pass, sit where you want pass. At the end of the nine weeks, the group with the most points gets to eat in my room and I bring an assortment of desserts. I change groups each nine weeks.
I group my students in flexible groups. I have one high, one low and two medium. It is amazing how the high person can motivate the lower student to stay on task. Also, candy goes a long way for a student who does not stay on task. The students will tell on each other when they don't all participate. I don't give the same grade for all members unless they all contributed equally. I am a big fan of rubrics, that have the jobs for each member.
Siemens discusses the struggling student making great improvements compared to the more advanced student making minimal improvement. I feel that groups have the potential to help the struggling student even more. Sometimes that struggling student needs a little more motivation and push to help him get over the edge. As for their grades, I often grade on ability. If they give their best effort then their grade reflects it. I do a lot of effort grades in math. I don't know what the experts have to say on it, but so far I have had great results on our end of the year state test!
I have attached a template that I modify for group work. I often use it when I do a game so they have a role. The turn it clockwise each round so each person gets a different job. I change it with jobs as well.
http://www.slideshare.net/mhtilson/group-game-2909805
Here is a short clip that summarizes collaborative learning. It is funny and cheesy, but it explains exactly what it is. It made me laugh! I hope you enjoy it as much as I did.
http://www.youtube.com/watch?v=brcjODFBEuE
I an effort to help encourage students to work well with one another I do a positive reward system. I keep a point system for each group. Groups get points for all having homework, being on task when others are not, working exceptionally well together, and so on. They loose points for being too loud, not working together, leaving their group a mess, and being off task. At the end of the week the group with the most points gets a small prize; candy, homework pass, extra credit pass, ice cream pass, sit where you want pass. At the end of the nine weeks, the group with the most points gets to eat in my room and I bring an assortment of desserts. I change groups each nine weeks.
I group my students in flexible groups. I have one high, one low and two medium. It is amazing how the high person can motivate the lower student to stay on task. Also, candy goes a long way for a student who does not stay on task. The students will tell on each other when they don't all participate. I don't give the same grade for all members unless they all contributed equally. I am a big fan of rubrics, that have the jobs for each member.
Siemens discusses the struggling student making great improvements compared to the more advanced student making minimal improvement. I feel that groups have the potential to help the struggling student even more. Sometimes that struggling student needs a little more motivation and push to help him get over the edge. As for their grades, I often grade on ability. If they give their best effort then their grade reflects it. I do a lot of effort grades in math. I don't know what the experts have to say on it, but so far I have had great results on our end of the year state test!
I have attached a template that I modify for group work. I often use it when I do a game so they have a role. The turn it clockwise each round so each person gets a different job. I change it with jobs as well.
http://www.slideshare.net/mhtilson/group-game-2909805
Here is a short clip that summarizes collaborative learning. It is funny and cheesy, but it explains exactly what it is. It made me laugh! I hope you enjoy it as much as I did.
http://www.youtube.com/watch?v=brcjODFBEuE
Story Board: Virtual Classrooms Online Learning K-12 Sector
http://www.slideshare.net/mhtilson/virtual-classrooms
Here is the story board for my video presentation.
Here is the story board for my video presentation.
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