I am working on my masters’ degree from Walden University. When this course began, I analyzed my personal learning theory. In teaching mathematics, my education philosophy most closely matches the Cognitive Theory. Paul Friere stated that “To study is not to consume ideas but to create and re-create them”. After reflecting on all the learning theories in this course, I still believe the cumulative nature of mathematics is best taught with the cognitive theory, but that it must be complemented with cooperative group learning for our 21st Century Learners.
I will adjust my instruction by including more technology based cooperative constructivist activities. I have learned the rubric design is critical to ensure accountability and that each activity must be designed with three stages: planning, implementation and reflection. I have implemented a tutorial project with my Algebra class. Most students used Jing (http://www.jingproject.com/); one student used VoiceThread (http://voicethread.com/share/811543/). The second technology I will continue to implement is the use of Flip videos to model mathematical functions. I experimented with it this semester and was able to create a demo and have 3 students publish to our wiki (http://hurricanemath.wikispaces.com/Kent-Adv+Algebra2) modeling quadratic functions with volleyballs, soccer balls and footballs. These activities allow students to create and re-create their ideas about mathematical concepts.
I have two long term technology goals. The first is to use the technology to have students design graphic organizers such as concepts maps. I think this would be best implemented at the beginning of the course. We are on a block schedule so I can begin implementations in January. My second goal is help design a quiet space with a computer and microphone for student recordings. I had students who wanted to create a podcast or comment on a voicethread stay after school for a quiet environment. If we had one computer, perhaps with a carrel around it, creating a cubicle in each lab, it would give students the privacy and quiet they need to record. I will bring this proposal to the building technology committee.
It was fascinating to revisit the learning theories I had studied in college through a technology lens. So many things have changed. There have been advances in brain research and web2.0 tools that are now readily available to our students. I will continue to research how these tools can be used educationally and seek professional development to use them to their fullest potential.
Wednesday, December 23, 2009
Wednesday, December 2, 2009
VoiceThread
Please view my VoiceThread about student language in school at
http://voicethread.com/share/776333/
http://voicethread.com/share/776333/
Tuesday, December 1, 2009
Social Learning Theories: Social Constructivism and Connectivism
Can learning happen in isolation? I can lock myself in a library, read, study, and even build an artifact, constructing knowledge in my mind, but without feedback, how do I know if I have a misconception? The presence of others allows for us to converse about a topic, refine our understanding and hear other people’s perspectives of the same information.
Social Learning Theories state that the context and culture are an important aspect of “constructing knowledge and understanding the world around us” (Orey, 2009). There are two theories on how this can happen in today’s education: Social Constructivism and Connectivism.
In Social Constructivism, students collaborate and interact WHILE engaging in the construction of an artifact. There are many ways to group students so the group can make sense of the project, plan, encourage, confirm, and validate results. Most students will be in the Zone of Proximal Development (ZPD), or ready to learn stage, each contributing their own unique skill. Others may be the Sage, or the More Knowledgeable Other (MKO) and help lead the group.
Cooperative Learning (CL) is a structured approach that complements Social Constructivism. Not having formal training in CL, I realize that I have confused Group Work/Collaboration with Cooperative Learning. I often assign a task, ask the students to pick groups and plan an activity with the discovery method to create a poster or Powerpoint presentation (artifact). Cooperative Learning shares these qualities, but also has the structure of a Pre-Implementing Phase where the teacher selects groups, arranges the room, prepares students for conflict resolution and creates a rubric where both individual and group members are accountable. Then in the Implementation phase, the teacher monitors behavior and intervenes as necessary, while allowing for the learning to occur through student dialog. Finally, in the Post-Implementation stage, there is a forum for reflection and closure.
Without hands-on professional development in this area, it is difficult to fully appreciate all the ways social learning in cooperative groups can occur. Common examples are Pair-Share, JigSaw, Split Class Debates, and Circle the Sage. I have been in professional development workshops that utilize these strategies. Use of these methods will allow for greater student engagement and provide benefits socially, psychologically, academically and offer a variety of assessment. The students can practice the social skills of leadership, decision making, and oral communication. The will gain self-esteem, feel part of a group, and be in a safe environment. Studies show CL activities result in greater retention of knowledge.
Does all of this have to happen with groups of your students in your room? The Connectivism theory says no. For the 21st Century learner, the internet is a vast area to network and collaborate with others. The read/write web allows us to have group members in another state or even another country! Each learner can create a Personal Learning Network through blogs, videoconferences, wikis, twitter and voice threads then share his knowledge through social bookmarking sites with others. With the exponential increase of knowledge, and the burden this generation has to know more, students need a place to network and store this information. Hand-held technologies makes their information accessible at their fingertips 24 hours a day. To give students the social skills to be successful in today’s work force, the use of Social Learning through Cooperative Activities is an essential tool.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Connectivism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Cooperative Learning. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Social Constructionism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Orey, Michael. (2009, March). Social Learning Theories. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.
Siemen, George. (2009, March). Connectivism As a Learning Theory. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.
Social Learning Theories state that the context and culture are an important aspect of “constructing knowledge and understanding the world around us” (Orey, 2009). There are two theories on how this can happen in today’s education: Social Constructivism and Connectivism.
In Social Constructivism, students collaborate and interact WHILE engaging in the construction of an artifact. There are many ways to group students so the group can make sense of the project, plan, encourage, confirm, and validate results. Most students will be in the Zone of Proximal Development (ZPD), or ready to learn stage, each contributing their own unique skill. Others may be the Sage, or the More Knowledgeable Other (MKO) and help lead the group.
Cooperative Learning (CL) is a structured approach that complements Social Constructivism. Not having formal training in CL, I realize that I have confused Group Work/Collaboration with Cooperative Learning. I often assign a task, ask the students to pick groups and plan an activity with the discovery method to create a poster or Powerpoint presentation (artifact). Cooperative Learning shares these qualities, but also has the structure of a Pre-Implementing Phase where the teacher selects groups, arranges the room, prepares students for conflict resolution and creates a rubric where both individual and group members are accountable. Then in the Implementation phase, the teacher monitors behavior and intervenes as necessary, while allowing for the learning to occur through student dialog. Finally, in the Post-Implementation stage, there is a forum for reflection and closure.
Without hands-on professional development in this area, it is difficult to fully appreciate all the ways social learning in cooperative groups can occur. Common examples are Pair-Share, JigSaw, Split Class Debates, and Circle the Sage. I have been in professional development workshops that utilize these strategies. Use of these methods will allow for greater student engagement and provide benefits socially, psychologically, academically and offer a variety of assessment. The students can practice the social skills of leadership, decision making, and oral communication. The will gain self-esteem, feel part of a group, and be in a safe environment. Studies show CL activities result in greater retention of knowledge.
Does all of this have to happen with groups of your students in your room? The Connectivism theory says no. For the 21st Century learner, the internet is a vast area to network and collaborate with others. The read/write web allows us to have group members in another state or even another country! Each learner can create a Personal Learning Network through blogs, videoconferences, wikis, twitter and voice threads then share his knowledge through social bookmarking sites with others. With the exponential increase of knowledge, and the burden this generation has to know more, students need a place to network and store this information. Hand-held technologies makes their information accessible at their fingertips 24 hours a day. To give students the social skills to be successful in today’s work force, the use of Social Learning through Cooperative Activities is an essential tool.
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Connectivism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Connectivism
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Cooperative Learning. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Cooperative_Learning
Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology: Social Constructionism. Retreived November 29, 2009 from
http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism
Orey, Michael. (2009, March). Social Learning Theories. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.
Siemen, George. (2009, March). Connectivism As a Learning Theory. Bridging Learning Theory, Instruction, and Technology. Laureate Education Inc. Baltimore, MD.
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