EDUC 6713 - Reflection

A GAME plan is a four step, self-directed, learning process which requires you to think about and take steps to direct the learning process, specifically while learning about technology and how to integrate it into the curriculum (Cennamo, Ross, & Ertmer, 2009).  As I worked on my GAME plan during this course, I realized I have actually accomplished much of what I intended to do. Regarding the first indicator of focus, Standard 1C – Facilitate and inspire student learning and creativity (International Society for Technology in Education, 2008), I have greatly challenged my students to use collaborative tools to clarify their conceptual understanding and thinking.  This was done by creating a blog for them to respond on a writing prompt and to collaborate using Google Slides to demonstrate content knowledge. During this course alone, I have learned about so many tools I can use in different content areas.  I also noticed that this particular focus area is one that does not end.  With the constant evolution of technology and even the upgrading of current technological tools there needs to be a constant evaluation of what I use with what is next.  

One example is how I found a new use for PowerPoint.  Generally it is tool to present information, but I used it as a tool to create a digital reader’s theater in such a way the whole class participates in a complete story.   With all these tools that are available to me, I still need to weed through resources that are more effective and build upon them while setting aside those that do not quite meet the needs for me or my students.  I still would like to have a set of lessons that I do every year that integrates technology that will suffice the needs of a 21^st century learner.   I have started a pretty good list.

My second focus of my GAME plan is Standard 5C where teachers are expected to continuously improve their professional practice, model lifelong learning, and exhibit leadership in their schools by promoting and demonstrating the effective use of digital tools and use by evaluating and reflecting on current research and professional practice on a regular basis in support of student learning (ISTE, 2008).  With this I have become a more active participant as a site technology coordinator at the district level.  Even though my responsibilities lies at my school site, I am currently involved in setting up the first annual Tech Fest Day in which teachers in our district attend sessions and share ways they integrate technology in their classroom.  It is an opportunity to gather ideas from fellow teachers on their instructional strategies on how they integrate technology in their classroom.  I involved myself on the ground floor of this technology sharing event where we came up with session ideas, incentive giveaways, and recruiting presenters for the event.  There is still a lot to do, but we are well on our way to making it happen. 

I also am registered to go the upcoming CUE conference in Palm Springs.  It is a huge conference for those who are looking to see how technology can support student achievement. I will be attending session panels, workshops, listening to featured speakers, and perusing the exhibit hall for the latest in technological resources.  When making my decisions in choosing what potions of the conference I will attend I have to keep in mind what will information will benefit the staff at my site.  I need to remember not everyone at my school site will be going (only two of us) I am there for them also, not just me.  Because of this, I do realize not everything will lend itself to the needs of my district or school site, and I need to analyze what information is worthy of reporting back and what I do not need to elaborate on.  This GAME plan focus is also one that is an ongoing venture.  As self-directed learners, the GAME plan allows us to customize our approach to learning tasks, to develop relevant skills that are important to us and prepares us for lifelong learning (Cennamo, et al., 2009).

As a result of my learning from this course I have a better understanding on how to implement effective problem-based learning, social networking or collaboration, and digital storytelling lessons, and making them effective and tangible for students to succeed at their level.  

Project-based learning allows students to practice self-directed learning, collaboration with their peers, apply a broad range of skills and concepts, and explore content in an authentic and meaningful way (Laureate Education, 2009b).

Social networking and online collaboration tools offers plenty of opportunities for learning and interactivity.  Students can create blogs, upload different types of media, publish a variety of content and interact with pears around the world.  Teachers can easily manage work, differentiate instruction, and give and receive ongoing feedback (Laureate Education, 2009c). 

When students are task to create a digital storytelling they build their understanding of the media being used, strengthens the students visual literacy, improves their writing skills, and allows students to share stories with a wider audience.  Digital storytelling can be composed of still photos, video clips, animations, narration, music, and scripted acting (Laureate Education, 2009a).  

While I have dabbled in some of these types projects with my students in the past, it has never been as in depth like the lesson I have created for this course. By analyzing different aspects of the projects and creating rubrics for specific assessments, I can see how to systematically present and implement a project successfully and effectively.  This made me realize there is should be as much emphasis in the planning of the lesson as much as the execution of the lesson. I also need to realize that not everything goes as plan and there needs to be room for flexibility but not at the expense of experience and achievement.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laureate Education, Inc. (Executive Producer). (2009a).  Integrating technology across the content areas: Spotlight on technology: Digital storytelling, part 1. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2009b). Integrating technology across the content areas: Spotlight on technology: Problem-based learning, part 1. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2009c). Integrating technology across the content areas: Spotlight on technology: Social networking and online collaboration, part 2. Baltimore, MD: Author. 

Monitoring the GAME Plan

In order to achieve any goal it is important to monitor whether you are sufficiently making any progress and reflect if the strategies that are chosen are working (Cennamo, Ross, & Ertmer, 2009). I will reflect on my progress by reviewing my resources, any modifications that are being made, what has been learned and if any new questions have arisen.  

Goal 1

Standard 1C – 1. Use knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning. C. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (International Society for Technology in Education, 2008).

Information and Resources

As I gather my resources, I find that there is a flood of resources out there.  Maybe too much.  I am also learning that many of the resources can be used for different lessons which allow me to reuse digital tools in my lessons so that students can be more proficient in learning how to use them.    

Modifying the Action Plan

When I started, I wanted students to demonstrate knowledge using a wide variety of digital tools.  In my mind I was thinking I needed a different tool for each project that I present. I am now thinking I will start off with a few different tools, extend their proficiency using those tools, and then allow them to pick their favorite digital format at the end of the year.

What I learned

Having many different digital tools is not necessarily a good thing when the students have not used them before.  It was difficult to have them learn how to use Google Slides and not come back to it because we are using a word processing program and concept mapping software. It seems like there are too many toys and not enough time.

New Questions

I have to make a decision whether to give them exposure to many resources or try to raise their proficiency in just a few.  I am still figuring out what resources and tools are the most effective for the students to demonstrate their learned knowledge.

Goal 2

Standard 5C – 5. Teachers are expected to continuously improve their professional practice, model lifelong learning, and exhibit leadership in their schools by promoting and demonstrating the effective use of digital tools and resources.  C. Evaluate and reflect on current research and professional practice on a regular basis in support of student learning (ISTE, 2008).

Information and Resources

In my attempts in growing as a professional, I have recently sent in an application into the district to attend an Ed Tech conference.  I am still awaiting the results of that.  I also got my grade level to participate in a global effort to expose our students to computer science by introducing our students to programming for one hour.  The event is called The Hour of Code and it takes place the week of December 8-14^th.

Modifying the Action Plan

Since educational technology is always changing and being modified, this is going to be a non-stop venture until I do not find myself involved in the industry any longer. There are no short term goals other than a case by case basis, but I will always strive to learn and keep up with current conventions of educational technology when it comes to professional practice.

What I learned

I have attended a few meeting and corresponded to the technology department a few times since the beginning of this action plan. I learned that not everything that is presented is a prize piece of information, but there is always that chance in finding a golden nugget.  Not all the technology coordinators attend every meeting, but when I correspond with some of those who do not show up, they always seem feel they missed out on something.  These meetings are also opportunities to share out any ideas or resources we may have. With these meetings, conferences and workshops, there is something for everyone, but if you do not go, you will never find out if you missed out on something really valuable.  

New Questions

I am still making decisions on what I bring back to share with my class, my colleagues, my principal, or my filing cabinet.  These are ongoing questions that change with every meeting I attend.  I do bring questions to the meeting, but that’s like going to a flea market and looking for something in particular when people just go to see what is there and picking up something that just stood out to them.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Carrying Out the GAME Plan

In order to strengthen my confidence and proficiency in the GAME plan I have created, I have reviewed the progress of the goals I have selected through the three key processes of planning, monitoring and evaluating (Cennamo, Ross, & Ertmer, 2009).  In determining the progress I have made thus far, I will reflect on the resources needed to carry out my plan, any additional information I may need, and the steps I have taken so far.   

Goal 1

Standard 1C – 1. Use knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning. C. Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (International Society for Technology in Education, 2008).

Resources needed – The ultimate goal when thinking about resources, is to get the students to one-to-one computing.  Unfortunately that is beyond my control.  The best I can do is two-to-one, so when planning lessons that support my goal I need make sure they can be attained by students sharing a computer, or plan a computer rotation that will suffice their needs. Also, while I have consolidated a list of digital resources I have used so far, I continue to keep an electronic file of resources that I can have the kids use to present the knowledge they learn. Hopefully by the end of my game plan I can compile of list of standards throughout the content areas with specific digital resources that can be used by students.

Additional information needed – I still need to survey the students, monitor their reaction, and evaluate their responses of the digital tools I give them.  I do not want the students to lose their motivation of the assignment by having them do something they do not want to do.  I want their projects to be an experience rather than a chore. I also do not want the digital format of the assignment to take away from their learning goal.  If the task is too difficult, they are going to zone out on the purpose of the assignment and not try as hard as they should to present a quality product.

Steps taken so far – I have done a few projects in the past and I am in the process of doing another one (creating a concept map from notes taken from a textbook).  I make notes on the effectiveness of the digital tools I let the students use, and how effective it was in allowing the students present the content they have learned.  I have already heard some moans of our next project when I briefly mentioned it to them, but I do not think they fully understand what it encompasses.

Goal 2

Standard 5C – 5. Teachers are expected to continuously improve their professional practice, model lifelong learning, and exhibit leadership in their schools by promoting and demonstrating the effective use of digital tools and resources.  C. Evaluate and reflect on current research and professional practice on a regular basis in support of student learning (ISTE, 2008).

Resources needed – Even though I have attended conferences in the past, been technology coordinator for many years, and even opened myself up for suggestions of others whether it originates from my colleagues, classmates (Walden), or my friends, I still need to keep leaning about new strategies, tools, or resources that support student learning. Technology is an ongoing process and integrating that technology into the classroom will always be evolving.  I need to keep informed of the new trends either by continually attending technology conferences, subscribing to an educational publication that is concentrated on technology or periodically take a class that will redirect my focus as needed.

Additional information needed –I need to routinely communicate with my site principal to determine the need of the staff and how I can share my knowledge with them. I also would like to meet with the different grade levels regularly and make myself available for them and help them with their integration of technology needs that the principal may not have picked up on.

Steps taken so far – I am currently the site technology coordinator and I do attend monthly meetings the district holds specifically for the technology coordinators as we discuss technology implementation within our school sites. I have also applied for an opportunity to attend the CUE (Computer Users in Education) conference next spring.  I am also taking this course in Integrating Technology in the Classroom, which is helping a lot to.  

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Developing a Personal Game Plan

In an attempt to strengthen my confidence and proficiency for seamlessly integrating technology into the content areas I will develop a GAME plan by examining the National Education Standards for Teacher (NETS-T) and assess my skills to meet the various standards and indicators.  A GAME plan is a four step, self-directed, learning process which requires you to think about and take steps to direct the learning process, specifically while learning about technology and how to integrate it into the curriculum (Cennamo, Ross, & Ertmer, 2009).  I will create a GAME plan in two indicators in the NETS-T as presented by the International Society for Technology in Education. The first indicator of focus is Standard 1C – Facilitate and inspire student learning and creativity: Promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes. The second indicator of focus is Standard 5C – Engage in professional growth and leadership: Evaluate and reflect on current research and professional practice on a regular basis to make effective use of existing and emerging digital tools and resources in support of student learning (International Society for Technology in Education, 2008).

GAME Plan for Standard 1C

Goal: In Standard 1 of the NETS-T teachers us their knowledge of subject matter, teaching and learning, and technology to facilitate experiences that advance student learning. Specifically to promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (ISTE, 2008).  My goal for this area is to gather the necessary technological tools that can be used to allow students to collaborate and present their thinking.  As a school we have started massing a good amount of computers for student use, tough we are far off the one-to-one computing that would be ideal.  I also have in mind several digital tools that support this type of learning.

Action: As I present the digital tools to the students, I will have to do some instruction on basic use.  I do not want it to be a do what I do project, but I can show them the basics to get them started and allow them to be self-directed in their efforts to complete a task with the given tool.  These tools will include presentation software, concepts maps, blogs, and podcasts that concentrate on the different aspects of creative thinking in hopes to inspire high level of engagements to promote deep learning (Cennamo, et al., 2009).

Monitor: To monitor my actions I need to keep a record of the different tools I allow the students to use.  I need to mix up the requirements of how they present their information so they get a verity of opportunities to reflect and display their knowledge. I also need to take notes on the success of each project as well as any challenges that may present itself during the activity.  This way I will have the information available to me if I were to determine if the activity requires any modifications.

Evaluate and Extend: Finally I will evaluate whether the activities I have chosen actually resulted in student learning and aided them in their creativity.  I will apply any modifications that deemed necessary for the next group of students.  I will also evaluate my effectiveness as a facilitator to determine if I need to provide more direct instruction or involve myself less in their creation of their product.  I will also not limit myself to the digital tools I have selected, but always look out for the “next big thing” that will allow my students to present and display their understanding, thinking and creative process. 

GAME Plan for Standard 5C

Goal: In Standard 5 of the NETS-T teachers are expected to continuously improve their professional practice, model lifelong learning, and exhibit leadership in their schools by promoting and demonstrating the effective use of digital tools and use by evaluating and reflecting on current research and professional practice on a regular basis in support of student learning (ISTE, 2008).  My goal for this area is continue to learn and grow as a professional to support achievement and advocating technological opportunities to my students and colleagues. I am currently the site technology coordinator and I do attend monthly meetings the district holds specifically for the technology coordinators as we discuss technology implementation within our school sites.

Action:  In addition to the monthly district meeting and the completion of the Master of Science Education - Integrating Technology in the Classroom course, I plan on attending regional educational tech conferences as well as being active as a presenter in a Tech Fest held for the teachers and educators within our district.  I work in a district that has now placed an emphasis on integrating technology into the classroom and is willing to provide a select few with the means to attend outside conferences and allow us to transfer our knowledge to those we work with in effort to communicate with our colleagues the importance of 21^st century skills our students need for their future.

Monitor: To monitor my actions in meaningful professional development I will need to keep a record of meetings attended with actually following through with some of the new skills and activities I learned.  I need to know which activities and strategies are grade level appropriate and decide what can be used and what can be set aside. I also need to make note of the different conferences and workshop I attend so I can evaluate their worth and effectiveness that will suffice my needs in support of student learning.  

Evaluate and Extend: Here I will make the decisions of what I bring back to my class, to my colleagues and to my filing cabinet.  I will need to reflect on the effectiveness of the regional conferences to see if it there enough for me to bring back that I can share or if was just a glorified promo for venders to peddle their technological wares. Also, I will need to evaluate the effectiveness of the local Tech Fest and see where improvements can be made and decide how the event can be modified to be more meaningful for teachers.

As self-directed learners, the GAME plan allows us to customize our approach to learning tasks, to develop relevant skills that are important to us and prepares us for lifelong learning (Cennamo, et al., 2009).

 

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

EDUC - 6711 Final Reflection

     When I started this course I was not fully aware of the different types of learning theories.  I was confusing myself with the differences between learning strategies and learning theories.  I have since learned that learning theories describe how learning actually occurs and what goes on in the learners mind during the learning process (Laureate, 2011a). While instructional strategies explain how to achieve the desired learning outcomes and examine different approaches to the learning environment to facilitate learning.  I began the course by aligning my learning theory with that o Skinner’s behavioral theory and the use of positive reinforcement, with elements of Gardner’s view on multiple intelligences (Duffy & McDonald, 2008).  As I learned about cognitive theory and social learning theory, I noticed the teaching I was doing in my class was similar to the strategies that supported those learning theories. I still feel there is some room for behaviorism with reinforcement, but I think I align myself with the cognitive and social learning theories.  I tend to do a lot of notes with pictures that supports Paivio’s dual coding hypothesis which suggests that people can remember images better than just text and information is stored as images and text (Laureate Education Inc., 2011b).  I also do a lot of cooperative learning which is a social learning theory strategy.  

     When thinking about the immediate adjustments I would make in my instructional practice regarding technology integration as a result of my learning in this course, I would have to say I would take a look at my current lessons, and add to my lesson planning to include a technology aspect.  I really like the Cacoo web tool for making mind maps and allowing students to collaborate together to work on one design. I also like VoiceThread as an alternative way to present student work and as a collaborative tool for students.  Adding a technological aspect to my lesson gives me a plethora of alternate assessment options as well as high interest activities for students to be involved with. It also allows me to create a 21^st century learning environment to help prepare with my students with real-life skills they would encounter in today’s society.

     Looking into the future, I would like to incorporate technology in some way with every lesson I present.  Just thinking about incorporating technology in a lesson is not good enough.  This is a long term commitment that has to be taken slowly to see what works and what doesn’t work.  Plus, technology and the internet are always evolving.  As technology evolves, so will my lessons.  It is not enough to say I did it, I must apply, observe, and evaluate its effectiveness so I can make it better the next time I teach the same concept.   I would also like to change my role on a greater scale.  I would like to see myself as one who introduces the concept, go over the parameters of the task, and facilitates the activity to ensure a quality product is created. Of course that also depends on the district mandates that I have no control over, and the availability of technology in the classroom as well as the accessibility the students have at home.  As a school site we received new mobile labs and new computers in the classrooms.  I am hoping this is a trend and not a fad.  If I can permanently get the student ratio of computers to student to 1 to 1 that would greatly aid me in my long term goals. 

References

Laureate Education, Inc. (Producer). (2011a). Program three: Instructional theory vs. learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Social Learning in Practice – Cooperative Learning

     Social learning theory integrates behaviorism and cognitive learning theories in order to provide a comprehensive model that could account for the wide range of learning experiences.  Cooperative learning Dr. Orey proposes those students who are actively engaged in constructing an artifact and conversation about that construction are learning at a high level (Laureate, 2011).  Cooperative learning focuses on having students work together in groups in ways that enhances learning.  It also provides an environment where students can reflect about newly acquired knowledge,   think about what they learned by talking and listening to other students, and create a common understanding about a topic (Pitler, Hubble, & Kuhn, 2012).  Because of this, I feel that cooperative learning is directly correlated to social learning.

     Cooperative learning basically has two components that should be emphasized to get the most out of this strategy.  The first is to include positive independence.  This is when the individual student creates an outlook where the success on the part of one promotes the success of other in the group. The second component is individual and group accountability. This is when each student has the responsibility to do their part well to in order for the group to succeed in its task (Pitler et al, 2012).  If the student can maintain these attitudes throughout the cooperative learning activity it should promote motivation which can lead to a greater buy-in the task, and increase achievement and learning of the concept.

    I have created a VoiceThread for my class that is based on comparing books and movies that have been based on them.  While the individual students are responsible for contributing to this activity, the goal is to have a catalogue of book/movie reviews from the student’s perspective. The students are encouraged to respond to other students’ comments in hope that it fosters conversation within the VoiceTread.

The URL for the VoiceTread is below and also I embedded it. 

https://voicethread.com/share/5823737/

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Constructionism in Practice through Problem Based Learning

        Constructionism is a theory of learning that is a process in which people construct their own knowledge and understanding the world around them in which they develop understanding and demonstrate their learning by building artifacts (Orey, 2001).   Constructionism is echoed in Problem Based Learning (PBL) by the creation of a student-centered learning environment and emphasis on artifact creation based on authentic and real life experience with multiple perspectives (Orey, 2001).   

When thinking about generating and testing hypothesis, there are similarities in the process that teachers can use which include system analysis, problem solving, experimental inquiry, and investigation (Pitler, Hubble, & Kuhn, 2012), and the instructional strategies of PBL which include planning, creating, and processing (Orey, 2001).  The two strategies blend together very well to present a well define lesson.  In the problem solving process of generating and testing hypothesis there is identifying the goal, describing barriers, identify solutions, trying the solutions and explaining your hypothesis (Pitler et al, 2012).  This is similar to part of the planning and creating strategies of PBL.  With regard to planning, there is the inquiry portion in which includes formulating goals, plan procedures, and debate ideas. When in the creating phase there is analyzing data which include making predictions plan experiments and collect data. There is also collaborating with others in the creating phase where the learner communicates ideas and findings to others (Orey, 2001).

One idea I have to include these strategies is to introduce a flow chart in my exploration lessons.  I have a series of lessons that require the students to explore, experiment, and create an artifact with a set amount of materials.  Some of these include creating a paper tower with one sheet of paper and 12 inches of tape, another is a straw tower that can support a tennis ball with only 15 straws and no tape, and a sail car with 12 straws, 12 inches of tape, one sheet of paper and choice of pre-determined set of wheels. Over the years I have added to these lessons to make it more complex and meaningful to the students. I added a sketch which evolved to a detailed design, a   hypothesis on the functionality or the expectation of final product, and internet research to explore structures and learn any building tips to aid them in their project.  Now I want to add a flow chart, using an internet diagramming tool like Cacoo, as a graphical record of their thought process to explain how they got their final product.  I want something they can look back on and share with others their successes or challenges on how they created their artifact. It would be a work in process detailing the process they took in creating their product.  Every time something did not work out they would expand their chart, explain the changes they made, then cycle back into the flow and continue with the project.  This would be repeated until they come up with their final product.  It seems like a lot of work, but these projects are done in groups. Hopefully responsibilities are divided equally amongst the members to ensure no one person is overwhelmed.

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

Cognitivism in Practice

Cognitive learning theory focuses on how children think, how they understand and how they know.  Basically, how the mind works and how they learn.  It emphasizes on the individuals construction of understanding (Learning Domain, 2014).  Components of cognitive learning theories include the understanding of long and short term memories, the concept of elaboration, dual coding hypothesis and a network model of memory (Laureate Education Inc., 2011).  When understanding how memory functions, we learned once the information is inputted through the senses, it is stored in short term memory. Short term memory can process about seven pieces of information at one time. Through rehearsal and practice the memory is then stored in long term memory (Laureate Education Inc., 2011).  Elaboration is the primary mechanism for storing information in long term memory (Laureate Education Inc., 2011).  It builds numerous connections to stored information by making associations to remember.  Dual coding hypothesis is the notion that information is stores as images and text (Laureate Education Inc., 2011).  The premise is that people can remember images better that they can remember just text, so when presenting information, having a combination of informational images to meaningful text, students would be able to learn a concept easier than just text alone.  This can be done by using a network model of cognitive learning.  This is a graphical tool that helps learners organize information.  It helps learners visualize ideas and make connection between ideas (Laureate Education Inc., 2011). 

Instructional strategies that relate to cognitive learning theories are cues, questions, and advance organizers are used to enhance the students’ ability to use, retrieve, and organize information about a topic (Pitler, Hubble, & Kuhn, 2012).  Cues are subtle hints teachers can give students to recall information on topics students already know.  Questions allow students to recall information they already know and allow teachers to assess what the students do not know.  Advance organizers are introduced before a lesson or during a lesson to help identify relationship between the materials (Pitler et al, 2012).  There are many types of resources that students and teachers can be used to create well organized artifacts.  These can range from word processing application, data collection and analysis tools, organizing and brainstorming software, instructional media, and instructional interactivities (Pitler et al, 2012).  One tool that is used in my class is Inspiration. Inspiration is a software program that is used for visual learning. It allows for the creation of graphic organizers, concept mapping, outlining and other strategies of visual learning. We have used it for family trees and comparing and contrasting for various topics.

Other Instructional strategies that relate to cognitive learning theories are summarizing and note taking.  These strategies focus on enhancing the students’ ability to synthesize information and condense it to an abridged form (Pitler et al, 2012).  Summarizing and note taking should be taught by the teacher to established rules and requirements of what is expected product the student must create.  The teacher can provide the students their notes as examples, teach them a variety of note taking formats, and allow opportunities for students to edit their notes and use them for review. (Pitler et al, 2012).

In my class I teach two main note taking strategies.  In social studies, I teach the students how to summarize by outlining the lessons in the textbook.   In science, we also summarize the lessons in the textbook, but we use the Cornell note taking method. All notes they create can be used on chapter test as incentive to add a sufficient amount of content to their notes.  I plan on implementing the option for the students to transform their notes to a concept map. Concept maps are graphical tools for organization and representing knowledge.  A good way to focus on a concept map is have a focus question (Novak & Cañas, 2008).  Since every lesson in social studies and science has essential questions, I would use that as the focus for their concept mat with the details from their notes to create the rest of their map.  Instead of Inspiration I think I might use Webspiration, or something similar, which would allow students to access their work at home as well at school. 

     
 

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Learning Domain. (n.d.).http://peoplelearn.homestead.com/. Retrieved May 20, 2014, from http://peoplelearn.homestead.com/BEduc/Ch

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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