According to Lever-Duffy and McDonald (2008), cognitivism focuses "on learning as a mental operation that takes place when information enters through the senses, undergoes mental manipulation, is stored, and is finally used" (Lever-Duffy & McDonald, 2008, p. 16). Where behaviorism is focused on the extrinsic factors, cognitivism looks inward; at the inner workings of the mind and how information is processed and learned.
This week's resources focused on cues, questions, and advance organizers, as well as summarizing and note taking as means of "enhancing students' ability to retrieve, use, and organize information about a topic" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Additionally, Dr. Orey (2001) discussed cognitive tools which, "allow students to interact with information in order to acquire, synthesize, create, and share new knowledge" (Orey, 2001).
Cognitive learning theories suggest the notion that information is better remembered and learned when multiple sensory inputs are used. The Dual Coding Hypothesis and Elaboration Theory both suggest the brain creates more connections, therefore has greater access in the future, for information when visuals and other sensory inputs are used in addition to text (Laureate Education, Inc., 2008).
Concept maps, spreadsheet software, organizing and brainstorming software, word processing software, communication applications, and multimedia applications are technological means of creating sensory-rich learning, during which students are engaged and active. Meaningful graphics and sounds, engaging video, and creative presentations all enhance the connections students make with the new information, increasing the ability for retention.
Resources:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Lever-Duffy, J. & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Thursday, May 21, 2009
Wednesday, May 13, 2009
APP2: Behaviorism in Practice
The behaviorist learning theory is based on reward and punishment; reward the good, punish the not-so-good. Basically, it is a theory based on cause and effect; action and consequence. In my opinion, Pitler, Hubbell, Kuhn, and Malenoski (2007) provide strategies that focus on the reward aspect of behaviorism in “Reinforcing Effort” and “Homework and Practice” (Pitler et al, 2007).
According to the authors, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler et al., 2007, p. 155). By explicitly teaching students that their efforts have a direct impact on their success, behaviorist learning theory certainly comes into play: a student’s action (effort or lack thereof) elicits a consequence (a measurable degree of success).
They suggest two technological means for helping students make the connection between effort and success. Spreadsheet software, such as Microsoft Excel, can be used to create an “effort/achievement” spreadsheet (Pitler et al., 2007). Students can record their effort using a teacher-created rubric and compare it with their exam grades. Using this technology offers the opportunity to easily create a visual of this correlation, namely, a graph.
Another option for helping students see that achievement and effort go hand-in-hand is the use of data. Pitler et al. (2007) suggest the use of online survey services, such as Survey Monkey (www.surveymonkey.com), to collect data on effort and present the results to the students.
“As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007, p. 187). As teachers, we understand that “practice makes perfect” and homework is just that – practice. Any teacher will tell you that targeted homework, designed and assigned with a purpose, can have a dramatic effect on a student’s learning.
Provided the teacher is giving timely feedback and correction, homework and practice is in line with the behaviorist learning theory in that positive “behavior” is rewarded with higher grades, better understanding, and the chance to move on to the next topic. If an undesired “behavior” is exhibited (the kids did not “get it”), review and relearning must take place.
Pitler, Hubbell, Kuhn, and Malenoski (2007) make several suggestions for homework enrichment through technology. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technologies that can enhance and enrich homework and practice, making it something students actually want to do, rather than something they reluctantly do for a grade. As educators, we all know that deeper learning and understanding come through engagement and curiosity, which are possible with these technology enhancements.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
According to the authors, “The instructional strategy of reinforcing effort enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler et al., 2007, p. 155). By explicitly teaching students that their efforts have a direct impact on their success, behaviorist learning theory certainly comes into play: a student’s action (effort or lack thereof) elicits a consequence (a measurable degree of success).
They suggest two technological means for helping students make the connection between effort and success. Spreadsheet software, such as Microsoft Excel, can be used to create an “effort/achievement” spreadsheet (Pitler et al., 2007). Students can record their effort using a teacher-created rubric and compare it with their exam grades. Using this technology offers the opportunity to easily create a visual of this correlation, namely, a graph.
Another option for helping students see that achievement and effort go hand-in-hand is the use of data. Pitler et al. (2007) suggest the use of online survey services, such as Survey Monkey (www.surveymonkey.com), to collect data on effort and present the results to the students.
“As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007, p. 187). As teachers, we understand that “practice makes perfect” and homework is just that – practice. Any teacher will tell you that targeted homework, designed and assigned with a purpose, can have a dramatic effect on a student’s learning.
Provided the teacher is giving timely feedback and correction, homework and practice is in line with the behaviorist learning theory in that positive “behavior” is rewarded with higher grades, better understanding, and the chance to move on to the next topic. If an undesired “behavior” is exhibited (the kids did not “get it”), review and relearning must take place.
Pitler, Hubbell, Kuhn, and Malenoski (2007) make several suggestions for homework enrichment through technology. Word processing applications, spreadsheet software, multimedia, web resources, and communication software are all technologies that can enhance and enrich homework and practice, making it something students actually want to do, rather than something they reluctantly do for a grade. As educators, we all know that deeper learning and understanding come through engagement and curiosity, which are possible with these technology enhancements.
Reference:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Monday, March 9, 2009
Online Journals
So, the first week's Online Math Journal entries have been posted and graded! I must admit, they're not too shabby! Some of them were even pretty impressive! Here's the bummer: our labs will be closed for approximately a month after this week for MAP testing. So, now that the kids are getting into it, I have to bring it to a halt!!! (Grrr!)
I guess I can still assign the POWs (Problem of the Week) and make them post from home, but that puts my kids without Internet access in a real pickle! I'm working hard on a grant to get a class set of laptops (netbooks, actually) but that won't help with the remainder of this year. (I am SUCH an "instant gratification" kind of gal! LOL) Anyone have an extra $20K they don't know what to do with? :)
I guess I can still assign the POWs (Problem of the Week) and make them post from home, but that puts my kids without Internet access in a real pickle! I'm working hard on a grant to get a class set of laptops (netbooks, actually) but that won't help with the remainder of this year. (I am SUCH an "instant gratification" kind of gal! LOL) Anyone have an extra $20K they don't know what to do with? :)
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