Connectivism and Social Learning in Practice

This week we took a look at social learning and connectivism in practice.  We explored cooperative learning as an instructional strategy with a focus on social learning.  As a Physical Education Teacher, I utilize cooperative learning frequently in my classroom.  Students are grouped in squad lines or base groups at the beginning of the school year and remain the same throughout the duration.  However, there are times throughout the year where modifications to groups must be made for the benefit of all group members. 

When considering the Social Learning Theory and how it applies to learning, we have quickly learned that it certainly provides a unique opportunity in our classroom.  Social learning has many benefits because it allows students to collaborate and when combined with the cooperative learning instructional strategy each student plays a role and has a responsibility within the group. 

Cooperative learning directly relates to the social learning theories that we explored this week.  One of our focuses is with the use of technology, social learning and cooperative learning.  "Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks, and allowing members to of groups to communicate even if they are not working face to face." (Pitler, p. 140).  When I think about cooperative learning, I envision students working together to create some sort of a final product.  Additionally, when we consider the role that social networking has on learning, the possibilities are limitless.  Through the use of technology, students can interact with one another from home and with other students all over the world.  George Siemens shared that within the theory of connectivism there is an abundant amount of information and that our networks are rich.  With this knowledge and the careful consideration of technology our students can connect with one another and other students all over the world through blogs, wikis, Facebook, WebQuests and many other avenues.  Through their connections students have the opporutnity to interpret the material and information that they are discussing in their own way, but can also learn something additional through their interaction with others.  The social learning theory directly targets and allows the benefits of social networking.  Our students are engrossed with the use of social networking in their everyday lives, why not include it in our instruction? 

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References:
Laureate Education, Inc. (Producer). (2011). Social Learning Theories. [DVD]. Bridging Learning Theory Instruction and Technology. Baltimore, MD: Author
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivism in Practice

This week we have explored the Constructionism and Constructivism Learning Theories and how they apply in today's classrooms.  As teachers, we spend our time ensuring that students are learning and that their learning needs are met.  Both of these theories address the individual learner and the process of learner.  Dr. Orey discusses how beneficial the constructionism learning theory is in the classroom.  He states that Constructionism is "a theory of learning that states people learn best when they build an external artifact or something they can share with others."  Through this view, we can easily recognize that students do in fact take more knowledge away from a specific learning experience when they are able to create an artificat and share with others what they have learned. 

In the Using Technology with Classroom Instruction that Works book, we took a look at Generating and Testing Hypotheses and how it relates to the Constructionism/Constructivism learning theory.  While reviewing the material presented in this resource, I quickly realized how it directly relates to this learning theory.  Within the text, they discussed the use of spreadsheet software to simulate savings and investments from a financial perspective.  When students have the opportunity to interact with this type of software they are exploring how saving money builds interest and earns additional funds of an extended period of time. 

When considering Constructivism and Constructionism in the classroom, the use of spreadsheet software directly applies.  Student learning begins with interacting with an already designed spreadsheet and learning how to use the spreadsheet to manipulate and see the potential growth of money over a period of time.  As students become comfortable with the software, they then have the opportunity to "create" or "construct" their own spreadsheet to simulate or demonstrate what they have learned.

The topic of constructivism vs constructionism can be a hot topic among teachers due to their individual theories of how student learn.  However, I feel as though that both constructivism and constructionism both have large role in the classroom.  As teachers, we know that there are times where we have to present content in a factual way due to the nature that students need to know the information and then there are times when students can be provided the opportunity to create something based on their learning.  The key to working with both of these learning theories is keeping them both in balance or equilibration.  While students may be learning information that they need to know, they need to be able to relate to the information and this is where the creating component comes into view. 

As a Physical Education teacher, I struggle with this creationg component a great deal.  I spend the vast majority of my time teaching students what they need to know and providing them with activities in realtionship to the content that has been presented.  Rarely do I have the opportunity to allow students to create an artifact based on what they have learned.  However, as an educator I have to take the time and see the value in allowing students to create something based on what they have learned.  This is where careful examination of learning outcomes become significant.  I have evaluate the outcomes and the outcomes that have more value to them for student learning are the ones that I should provide students with the opportunity to create an artifact based on their learning.

Resources:
Laureate Education, Inc. (Producer) (2010) Constructionist and Constructivist Learning Theories. Retrieved from http://sylvan.live.ecollege.com 

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

Cognitivism in Practice

As we continue to explore the Cognitive Learning Theory, it is important to understand how students process information.  We know that the way that students remember information occurs in three stages:  sensory input, short-term memory and long-term memory.  As teachers, we want to create learning experiences and utilize learning tools, so that students are able to store the information that we present to them into their long-term memory.  Dr. Orey discusses about the three types of long-term memory: declarative, procedural and episodic.  With this knowledge we need to ensure that student learning experiences target one of these threee types of long-term memory in order for them to recall the information.

One of the ways that we can do this is through the use of cognitive tools.  We have been exploring concept mapping, graphic organizers, summarizing and notetaking to assist students with organizing new information.  We know that students better handle new types of information when exposed to thie information in both auditory and visual formats.  Providing students with a tool to help them truly understand the material that is being presented in the classroom certainly allows us to do a better job and for students to truly gain an understanding. 

When applying the use of these instructional strategies in the classroom as well as in comparison to the Cognitive Learning Theory, they certainly play a large role in the classroom.  The use of these types of strategies in the classroom have been used for many years, the major difference now is that we're doing them using technology and even allowing students to complete their own concept maps using their own computer and software.  The benefit to this is that with concept mapping students begin with a main idea and are able to sift through and add relevant information to thier map.  Additionally, each student has a different perception of a particular concept.  With that being said, having students create their own concept maps allows them to place the information within the map in a way that is most beneficial for them.  Finally, the use of these new strategies allows students to make connections and generalizations regarding the content through a concept map, graphic organizer or notes that they take in the classroom.     

Behaviorism in Our Classrooms

Behaviorism is inevitable, especially in the classroom.  Many may consider the concept of behaviorism to be something of the past in regards to the idea of either rewarding or punishing students for their behaviors.  However, it is something that will continue to be evident in our classrooms, as Dr. Orey shares that it serves as a means for behavior management.  We need the behavior management in our classrooms to ensure the appropriate learning environment for all students.  Additionally, we naturally reinforce positive behaviors in our classroom, as we want students to do the right thing as it allows us to do our job and allows students to learn. 

As a Physical Education Teacher, I feel that I am constantly reinforcing effort with my students.  In relationship to behaviorism I have implemented motivational strategies such the golden sneaker award, star students and even student helpers as a means of keeping students on track and engaged.  In terms of the use of technology, I have an interactive white board attached to my cart in the gym and students do have the opportunity to utilize to interact with the technology, provided they are demonstrating classroom expectations.  The use of the technology also serves as a means of reinforcing effort because students enjoy interacting with the technology.

 In terms of homework and practice, I do not give homework.  However, I do provide multiple practice opportunities during instructional periods.  “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (Stifler, p. 188).  Through my instruction and assessment, I have found that the more that students have the opportunity to practice, the better they become with a given skill or concept.  Additionally, while practicing, students are provided with choices from the equipment that they use, the pace at which they work and the group that they work within.  This closely related to behaviorism as these choices provide students with opportunities for success.  When students are successful, they feel positive reinforcement because they have been successful.  There have been multiple times where they are so excited that they show me what they have learned, further providing them with positive reinforcement for their efforts and correct practice of a given skill or concept.

Overall, we know that behaviorism is an idea that we will continue to see in our classrooms.  It is an essential part of what we do, as we want our students to do well and to learn as much as they possibly can. 

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