Final Reflection

Over the past seven weeks, I have learned a great deal of information.  As I reflect on my learning, I cannot help but to think about how my learning will greatly impact how I deliver instruction to my students.  Having a greater understanding of how learning theories, the brain and technology all connect together have provided me with resources and information that will help me to grow professionally.

During week one of this course we were asked to articulate our own personal learning theory.  I had shared that I believed that all students can learn and that I felt that students learned best when they were able to experience what we were discussing in class.  I had also shared that I tend to teach my students in the same way that I learn, which is through lists and visual representations.  However, through our learning in this course, we have a greater understanding of how the brain works and impacts learning.  With this understanding I feel that I am better able to address the needs of my students.  Understanding that the brain is visual and remembers information that is used frequently helps me to understand how and why students remember the things that they do.  For example, I have created an acronym that I use with my students to help them remember the components of fitness.  As a group, I have the recite it when they come in for class to aid in remembering their components of fitness and how each letter represents a different component.  Additionally, this course has helped me gain a better understanding of learning theories and educational technologies to support student learning.  In regards to learning theories, I have recognized that it is a good practice to use a variety of learning theories within my classroom.  This practice will allow me to address and meet the learning styles of all of the learners that are in my classroom.  Finally, the opportunity to create and use the various forms of technologies during this class has greatly expanded my teaching toolbox.  Many of these tools will have a significant impact on instruction in my classroom, with the intention of reaching more of my students by keeping them engaged.

When I think about the immediate changes that I would like to make to my instruction, I think about the use of visuals and how students are better able to connect, relate and remember information through the use of visuals.  I have already made some adjustments by when creating my daily objectives for students, I have added a visual representation for the lesson.  This helps give students a clue about what they are learning, it immediately engages them and helps them to remember for future reference.  

Technology also plays a critical role in engaging students.  I have decided that the two types of technologies that I would like to integrate into my instruction is the use of VoiceThread and Spider Scribe.  The use of both of these tools allows students to use visual representations when learning about new or reviewing previous concepts.  Both of these applications will allow students to create an artifact of their learning.  However, the artifacts would be different in respect to the fact that the VoiceThread would serve as a means of a response to a presented question and Spider Scribe would serve as a means for students to organize information that they have learned.

Part of the learning process also includes goal setting and making changes to what I currently am doing within my own classroom.  I have considered what we have learned over the last seven weeks and the two long term changes that I would like to make within my classroom are to utilize visual representations as a means of conveying information to students and providing opportunities for students to participate in projects in which they produce something as a result of their participation.  When thinking about utilizing visual representations as a means of conveying information to students, I want to get away from writing lists and use pictures instead.  I have learned that the brain is visual and in order for students to best learn they need those visual representations to assist them in the process.  I will start with adding pictures to their daily objectives and then use pictures to describe activities and concepts during class.  It is my intention that students will be able to envision the visual representations to assist them with remembering and relating to content in the classroom.  For my second goal of providing students with the opportunity to create their own artifacts in a project based setting, I would like to take some of our deeper cognitive concepts within the Physical Education curriculum and allow students to make artifacts and participate within a group to complete their projects.  For example, my students have the tendency to struggle with nutrition and how it impacts their general well being.  Therefore, if they are provided with the opportunity to create something in relation to nutrition and their well being they may be better able to make better lifestyle choices and have a greater understanding of how to take care of their bodies.

In conclusion, this class has provided me with a wealth of knowledge.  The knowledge that I have gained from the brain, learning theories, educational technologies and instructional strategies have deepened my understanding of learners and how to efficiently meet the needs of all of my students.  Additionally, it has added to my teacher toolbox, which has allowed me to grow professionally.  Thank you for all of your support and providing us with the opportunity to experience these new technologies!  

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? 

https://voicethread.com/share/2907947/

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.

Reflection

Over the last seven weeks I have gained an immense amount of information that has completely changed the way that I approach my teaching in all aspects.  I gained the knowledge and use of tools that I never would have imagined possible in a Physical Education classroom.  Additionally, I have discovered that thinking outside of the box is much easier than I once considered and in the end it is going to make me a better teacher and my students will be more engaged and motivated to learn.

As a professional teacher, I have learned how to create my own blog, respond to others’ blogs, contribute to a wiki and make my own podcast.  Through my exploration and experience with these technology tools throughout this course, I have quickly realized their value and place in today’s classroom.  When I originally started this course, I felt overwhelmed about the idea of using blogs, wikis and podcasts, especially when it came to creating my own.  The overwhelming feeling quickly went away as I began working with these tools when I realized how simple and valuable their use was.  Having had the opportunity to use these tools has helped me to have a wider range of tools in my technology toolbox, specifically when I think about addressing the needs of my students.  Furthermore, the use of these technology tools could potentially be the hook that my students need for a higher level of motivation for learning.  Through the use of these tools in both my learning and eventually in my teaching, I have an increased knowledge for teaching and learning.  I have quickly realized the value in being a facilitator of learning and allowing students to guide their own their learning.  I think that there is a higher level of motivation for student learning when they have a choice and are able to relate to their learning. 

Obviously, I have changed my perspective on being teacher centered to student centered in my classroom.  There has been a gradual shift within my school district in regards to this.  Instruction is to be data driven, therefore based on student need or student centered.  Through the duration of this course we have heard several different resources share the benefit of instruction and learning being student centered.  I firmly believe that student centered instruction creates a higher motivation for learning and allows students to develop skills that are necessary for the 21^st century job market.  Students are now more able to know where to find specific information and how to use it appropriately.  Additionally, they are developing skills such as leadership and teamwork by guiding their own learning. 

With a focus on student centered learning, there also comes the topic of continuing to work to increase my knowledge for learning and increasing student achievement.  I am planning on developing ways to integrate tools such as blogs and wikis into my Physical Education classroom.  I often find myself struggling with this concept because it is an activity based curriculum and unfortunately due to circumstances well beyond my control, students need as much physical activity time as possible.  However, that does not mean that I cannot continue to work to build my own knowledge base to increase student achievement and motivation for learning.  Additionally, I continue to attend professional development workshops that address the use of technology to support instruction.  Finally I am planning on implementing the skills and strategies that I am learning through my participation in this program.

I recognize that through my learning, the only way to become more effective is to implement the strategies and skills that I am learning.  I have two goals that I am working towards, that I would like to accomplish within the next two years.  The first goal is to implement the use of daily blogging about student learning in my classroom and the other would be for each student to complete a minimum of sixty minutes of physical activity each day.  Both of these goals are going to require finding the time and holding students accountable for documenting their learning as well as completing their physical activity minutes.  While it would be nice to have the time to take students to the computer lab to blog about their learning during the school day, most likely the time for that will not be found during the school day.  Instead, it will become a homework assignment.  Students will be given a window in which they need to post to their blogs.  Additionally, if students do not have computer and internet access at home, there has to be an opportunity for them to complete their assignment at some point during the school day.  The purpose of the blog would be for students to share and provide insight about their learning, but also an opportunity to share the various activities that they are doing to meet their sixty minutes of physical activity.  The blog would provide an opportunity for students to learn from each other and to share their perspective on their learning.  Finally, it would serve as a learning tool for myself as a teacher as well.  Through the blog postings students would be providing me with items that I would have never considered before when teaching.  It would also provide a unique opportunity for reflection because I would be able to see the impact of my instruction on my students.

Finally, when I referred back to my self assessment checklist, I have discovered that many of my answers to the questions have changed.  For example, I have discovered the value of collaboration and realizing the importance of providing students with the opportunity to understand how their learning relates to their own personal lives.  As I reflect on my current teaching practices, it is my goal to guide students down that path each and every day.  Overall, I want my students to take away something new and exciting each time that they leave my classroom and it is my job to make sure that it happens. 

Today's Students

Hello!  Below you will find my podcast discussing my students and their use of technology outside of the classroom.  Enjoy!