Constructionism, Technology, and the Classroom

This week we took a look at the constructionist learning theory which suggests that the best learning happens when learners are engaged in the construction of a physical artifact that can be shared with others (Orey, 2001). This artifact can be anything from a written or typed paper to model of the solar system.

In looking at the instructional strategy of "generating and testing hypotheses" as presented in chapter nine of Using Technology with Classroom Instruction that Works, it is evident that constructionism is a tremendously valid theory to support this strategy (Pitler, Hubbell, & Kuhn, 2012). The first thing that came to my mind when I read this chapter, was the strategy that we use for science. SWH or Science Writing Heuristic approach engages students to act and think more like scientists. The SWH approach was actually developed in 1998 at the University of Iowa, a mere hour and twenty minutes from my front door. Here is a quick video introduction to the SWH approach.

I do not teach science, but I could in the future. I am working with the other fifth grade teacher who has had this training to learn more about how to conduct the claims and evidence. Students make their claims about a certain topic, and then find evidence to support their claims. What may happen is the assimilation and accomodation that Dr. Orey discussed in the media segment about the mechanisms for learning in the constructionist theory. Students may find that the schema that they posses is supported by their research, or they may find that their schema must be altered based upon what they have discovered.
Currently, our science teacher has students do their claims and evidence using large poster paper and their science notebooks. It would be very easy to use organizing and brainstorming software that was discussed in the text (Pitler, et al., 2012). For example, the organizers they mentioned, kidspiration or inspiration could be a great tool to organize their research. They could also use spiderscribe.net, which is the tool I used last week for my concept map, and I loved it.
In summary, there are so many great ways to allow students to really take charge of their own learning. By using the constructionist theory as well as an approach like generating and testing hypothesis, students really get a chance to pull in and make connections like never before. Technology offers those tools that will allow students to grow in their knowledge, understanding, and creativity like never before.

Resources

Laureate Education (Producer). (n.d.). Constructionist and constructivist learning theories [Video file]. Retrieved from https://class.waldenu.edu

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD. 

University of Iowa College of Education. (2014, May 6). The Science Writing Heuristic Approach [Video File]. Retrieved from https://www.youtube.com/watch?v=4vaA-Nt_Ahc.

* For more information on SWH visit http://www.education.uiowa.edu/projects/science-writing-heuristic

Cognitivism, Technology, and the Classroom

The cognitive learning theory explains how the brain makes connections and networks information. It not only makes connections, but it also allows a person to retrieve information through those networks. As I was watching Dr. Michael Orey's video segment on the cognitive learning theory, I appreciated the visual representations that he presented to show how the Information Processing Model works. I even took a screen shot to put in my notes. His use of visual representation, auditory, and text are a great example of the use of the cognitive learning theory. He stated that if you integrate multiple senses into your instruction, there will be a greater chance of retention (Laureate Education, Inc., n.d.).
The two chapters we read this week in Using Technology with Classroom Instruction That Works (Pitler, Hubbell, and Kuhn, 2012) were full of fabulous strategies that truly exude cognitivism. I'd like to focus on one resource from each chapter to explore more deeply.
In chapter 4, Pitler, et al., introduce the reader to the idea of using graphic organizers as a tool for organizing and brainstorming. Using this type of a tool is a great way to build those connections and networks within the brain. The more connections a student has to a certain piece of information, the more ways he/she has to retrieve the information when need. A great free website for building online graphic organizers is from ReadWriteThink.org. There are also lessons below for teachers to use with the tool.
Chapter 6 focuses on note taking. This is a very applicable skill that students will need as they progress through school. I really liked the Rule-Based Summarizing table (Pitler, et al., p. 148). Those give some great tips on how to help students take effective notes. I especially like tip #3, "Replace a list of things with a word that describes the things in the list (e.g., use the word trees for elm, oak, and maple). This allows students to build connections with in words and vocabulary. I think a great strategy to for the use of technology with note taking would be collaborative note taking using a resource such as GoogleDocs, Evernote, or even a wiki. This would allow students to not only contribute, but to review the material that they have heard, thus elaborating on the instruction and notes they've already taken. The down side to this would be figuring out how to manage contributions. It would be important for the students to know that the teachers can track the changes made to the document and who made those changes and contributions.
Both of these strategies would be very useful when engaging students in a virtual field trip. I know our assignment is to use a graphic organizer, but I also think students could engage in collaborative note taking. It would be very powerful to see what kind of a summary students could build in a wiki after engaging in a virtual field trip that they may never have the opportunity to see in person. Building those experiences helps to strengthen the connections in the brain. I would have loved to have read what one of the groups from the virtual field trip that we watched in the second video segment could have come up with on Ford Theater and the assassination of President Lincoln (Laureate Education, Inc. n.d.). What an amazing experience.
To conclude, it is important for teachers to go to whatever lengths possible to increase the frequency of exposure to new information, by making sure it is represented in multiple ways. Also, it is important that students have the opportunity to connect their learning to prior knowledge and to elaborate upon that knowledge to create stronger connections and networks within their memory.

Resources

Laureate Education (Producer). (n.d.). Cognitive learning theories [Video file]. Retrieved from     https://class.waldenu.edu

Laureate Education (Producer). (n.d.). Spotlight on technology: Virtual field trips [Video file]. Retrieved from https://class.waldenu.edu 

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Behaviorism, Technology, and the Classroom

It was interesting to me this week to think about behaviorism in the classroom and then pairing it with technology. Many times I believe that teachers mistakenly view behaviorism only in correlation with classroom management and student behavior. While this is one facet of behaviorism in education, it is important that we also take a look at how behaviorism affects learning.
Pitler, Hubbell, and Kuhn give some great ideas on how to reinforce effort and the importance of "teaching students about the relationship between effort and achievement" (2012). I really love the idea of using a spreadsheet to help students make a connection between effort and achievement.
Pitler, et al., also mentions providing students with recognition. While they caution the use of praise, recognition under the certain circumstances may prove to make more of a positive impact. For example, promoting goal mastery. Our fifth and sixth grade classes provide recognition for students who are reading and earning Accelerated Reader Points. This comes in the form of their name on the wall in the hallway under the appropriate point level achieved. I did some research on how I might incorporate technology in this recognition system and found www.classbadges.com. The great thing about this website is that I can create badges for anything I choose. I think I will start with just A.R. points and go from there. I don't want to do too much and not be able to follow through with it. Here is a short video introducing class badges.

              

Dr. Orey mentioned that programmed instruction is another instructional strategy that is used quite often today with the use of online tutorials. My school uses a wonderful program called SuccessMaker. Students are given a placement test to know where to start them in the program. Then the program guides them through tutorials based upon their needs. If a student watches a tutorial on adding fractions and then practices but answers incorrectly, the program then reteaches and gives the student prompts step by step on how to solve the problem. This is much like the resources that were shared this week. It does not immediately default to the correct answer, but rather prompts and guides to scaffold learning. Here is a introductory video for SuccessMaker.

There are countless other examples of ways that the behaviorist theory is influencing instructional strategies. However, like many other instances in education, what is essential is that teachers look to their own students' needs to drive their instructional strategies and content. 

Resources

ClassBadges. (2012, October 8). Introducing ClassBadges. [Video file]. Retrieved from   https://www.youtube.com/watch?v=30sMTPO5cAs

Laureate Education (Producer). (n.d.). Behaviorist learning theory [Video file]. Retrieved from https://class.waldenu.edu

Pearson North America. (2008, July 3). SuccessMaker for measurable success in grade K8. [Video file] Retrieved from https://www.youtube.com/watch?v=wphG4ry0OFc

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD. 

Time to Reflect

     For one of my masters classes, we've been asked to write a reflection on our learning throughout the course. To say that I've enjoyed this class would be an understatement. It got to the very heart of what I love. Using technology in the classroom.
     While I still am not completely comfortable with wikis, I feel that is what I learned the most about in this class. Even though we only spent a short time working with wikis, I was extremely unfamiliar with them to begin with, but now, I feel a little more at ease. I am in the process of trying to develop a simple way to use a wiki with my fifth graders. I want to start with something simplistic as they are learning to use the tool, but I also want it to be purposeful so that they see value in the process and product.
     The idea of using technology as a purposeful tool is what had helped to deepen my understanding of the teaching and learning processes. It is so easy just to use technology as just a different way of doing the same thing. Dr. David Thornburg brought this to light in one of our very first media segments for this class. There is a difference between doing different things and doing the same things differently. A PowerPoint presentation is no different than a poster presentation. However, it can be different if we think outside the box. Make it interactive, incorporate audio, video, etc. Students have to be allowed and encouraged to do things differently! If our goal when assigning a student project is to assess students on what they know and can do, does it matter what vehicle they use? No! Technology gives innumerable opportunities for students to show us what they know and can do. As teachers, we need to get out of their way and let them show us.
     This leads directly into the shift from teacher-centered classrooms to student-centered classrooms. In order for technology to be used at its full potential, it is imperative for this shift to take place. Teachers can no longer stand in the front of the classroom and expect students to open up their minds and have a transfer of knowledge just happen. As a former biology teacher of mine used to say to his students, "The learning process does not happen by osmosis. You can sleep with your biology book under your pillow and pray for the knowledge to transfer, but you'll never learn anything unless you get off your duff and do something." He was quite the character, but there is a nugget of truth to his statement. As teacher's we must adopt that mantra as well. We can't expect learning to take place if we just try to transfer our own knowledge over to students. Until they act, and until teachers encourage and coach them to act, learning will be come stagnant.
     As I look forward toward expanding my knowledge to help increase student achievement, I will continue to use blogs as a resource for instructional tools and ideas. I want to search for resources to help me improve my usage of wikis and blogs in my fifth grade classroom.
     The first goal I would like to set for myself and my fifth grade classroom. I would like to incorporate wikis into two of the four units I teach in reading/language arts. I would also like to start a wiki for fifth grade math. I'm not entirely sure how I will do this, but it is something that I would like to look at over the summer and hopefully begin implementation in the fall of next school year.
     The second goal is to help our elementary go 1:1. Right now most classrooms are around 2:1, but with a mixture of tools. For example, in my room we have 8 macbooks, 3 iPads, and to iMacs. I'd like to see each student in grades 4-6 have a macbook and in K-3 have iPads. I will work with our Technology coordinator to see if there is a grant that I could assist in writing to help aid with the purchase. Also, I would like to offer myself to help lead professional development in the uses of technology in the elementary classroom.
     When I look back to my checklist from week one, I feel that I have moved from "sometimes" to "often" in a couple categories. The first two go together. I feel I have done a better job of modeling reflective practices and also enabling student to take responsibility of their own learning. In the past eight weeks, I have really encouraged my students to look at their work and their effort. I've been better about offering the rubric for grading as they are working so that they have a clear understanding of the expectation, and I can say that the quality of work that I am seeing from them has improved! Then next category in which I've made some gains is seeking out other professionals to further my professional growth. I have greatly enjoyed and gained insight from searching out and following blogs, as well as the discussions I have had with my colleagues within our discussion forums.
     This has been an incredibly informative and transformative class for myself and I am excited to continue to further my education.

P21...

     The Partnership for 21st Century Skills. Oh, to be an exemplar school... I am lucky, however, to at least be in a state that has partnered with the cause. Iowa currently has two schools that have been "crowned" as being exemplar schools for their work with 21st Century Skills. In the class I took through the University of Northern Iowa called "Technology in Education", we talked about and briefly reviewed this website. I was fortunate, in that, one of my classmates taught at VanMeter as they began their work as an exemplar school. The insight he gave to some of the things that they were doing was fabulous.
    I love the idea of the 3 R's (Reading, Writing, and Math) and the 4 C's (critical thinking and problem solving, communication, collaboration, and creativity and innovation) working together to cultivate our students into the type of citizens we want them to be. What I can't get my brain to wrap around, is the time factor. How am I supposed to find the time to allow students to be creative and innovative when it seems like there aren't enough hours in the day?
     I would love the opportunity to sit down with an educator from an exemplar school and just ask questions. Find out what their day looks like, their curriculum, their assessments, their schedule. I see the value and I desire the shift, I just need help in seeing the vehicle and the path.

Blogging in the Classroom

I have to admit, I have in the past been leery of blogging in my fifth grade classroom. I just assumed that students weren't ready or that it would just be more work for me. I have to say though, I was very inspired by Kathy Martin's clip on blogging in the classroom. I thought she made some great points about how much more "aware" students were with their writing when they knew other people (besides the teacher) would see it. I liked the idea of giving them a rubric to help them self-assess their writing before posting. In fact, my colleagues and I are in the process of creating a universal rubric for all fifth and sixth grade students to use with their writing. We feel that by having the exact same expectations for writing, no matter which class or subject, that we will be creating stronger writers.
When I think about how to use blogging in my fifth grade class, I really like the idea that was given in the video. I like the prompts and then the expectation that students respond to at least two peers. I'd like to try to post a prompt on a weekly basis. The topics covered in those prompts could range from content areas to hypothetical questions regarding character traits. (Kind of like that TV show, "What Would You Do?"). Blogging would be great as a formative assessment in content areas. Not only could initial posts be used, but their responses to peers could also be great data to indicate understanding.
I actually have a fifth grade blog already started, but we only use it in the summer as a way for students to share books they are reading. Nothing more than a quick description of the book and peer responses of "I read that!" or "I loved that book!". They never really dug deeper. I tried to invoke more discussion, but it was summer and it was hard to engage them. I am excited about the prospect of bringing it into the classroom to use on a regular basis!

Introducing...

     Welcome to my blog, fellow Walden students! I started this blog a couple of years ago, however, I will admit, I stink at blogging. I should say, I don't stink at blogging, I stink at making/taking time to do it. :-)
     Just a quick introduction about myself, I am 33 years old and have been happily married for 12 years (will be 13 in June) to my husband, Dan. We have three sons. Trace who is 10 years old and loves to play football and wrestle. He played his second year of tackle football this fall and is competing in his 3rd year of wrestling. He is doing very well this year and so far has posted a 21-4 record with 18 of those 21 wins being pins! Needless to say, he is growing up and we are very proud of him! Our middle son, Cory, is 7 and LOVES his Legos! That kid will spend hours just building wonderfully creative "things". He has just started Tae Kwon Do this fall and is really enjoying that. He broke his first board and was incredibly pleased with himself. Let's be honest, mom was, too. He is looking forward to this fall as he will be able to start playing tackle football just like big brother. Dawson is the youngest and is 4. He is full of energy and spunk! There is never a dull moment with that child in the room. He loves his brothers with all his heart, but also loves to antagonize and annoy them, too. He loves any thing with a motor and loves being on the farm with Daddy.
     As for Dan and I, well our time is spent chasing these boys. We also love the Iowa Hawkeyes, New England Patriots, and Dale Earnhart, Jr. If the TV is on in our house there is probably some sort of sporting event being televised.
     I teach fifth grade in a small school in rural Iowa. We are a small and very tight-knit community. Where we may lack in numbers, we make up for in enthusiasm and school spirit! I look forward to this class and learning all sorts of wonderful tips and tidbits from all of you!