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.