Connectivism and Social Learning in Practice

Cooperative Learning is a very effective strategy to use in the classroom. It correlates with the social learning theories in the way that it is the social part of the theory. Students need to talk to one another while learning. Cooperative Learning groups can be used in many ways and for many tasks. They can also change so that the group better fits an assignment. Teachers can put together groups by interests, abilities, and randomly. All students are held responsible in the group. The students are responsible for learning the material but also to make sure everyone in the group has done their part. Cooperative groups also help the teacher in that the teacher can be a facilitator of learning instead of standing in front of the classroom lecturing the students. Cooperative learning also helps prepare students for the real world because they one day will have to work with a group of people at a job so that they can complete a presentation or task for their boss.

When I use cooperative groups in the classroom, I assign each child a role so that everything gets done and everyone has something to do so that one student does not do all the work. The groups always have a leader, recorder, and collector. If there are more than 3 people, there are other titles that they are given. Each student knows their role and the others role so that they can hold each other responsible throughout the task.

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Constructivism in Practice

When looking at this weeks resources and reading about generating and testing hypothesis, I think that they correlate with the principles of constructivist constructionist learning theories. Learning is an active process in which learners construct new ideas or concepts based upon their current and past knowledge. When using spreadsheets, data collection tools, and web resources students are constructing knowledge for themselves so that they individually understand what they are learning. These applications give the students many resources and choices to enhance their learning so that they can remember information that they are learning. As a student myself, I personally know that if I can construct information in a way that I understand, it is much easier for me to remember the information for longer periods of times. When students are given choices and the responsibility for their learning, they are more likely to stay motivated and engaged in the learning.

Cognitivism in Practice

Cognitive tools have many uses in the classroom if they are used to their fullest potential. Their roles allow students to interact with information in order to acquire, synthesize, create, and share new knowledge (Robertson, Elliot, & Washington, 2007). Cognitive learning tools also have many advantages such as enhancing learning and thinking, activate metacognitive strategies, and to experience cognitive processes. When cognitive tools are implemented in the classroom correctly, the students can become the independent learners and the teacher can be the facilitator of the classroom. This interaction empowers learners to become active and responsible filters of information in which they engage in directing their mental processes; therefore, the role of the teacher resumes the “guide on the side" (Robertson, Elliot, & Washington, 2007).

When looking at this weeks resources, they support the theories of cognitive learning. Concept mapping and graphic organizers help students collect and organize information so that they can see the information represented visually. Teachers need to present information so that it is stored in the long term memory of the students and this can be done by using cognitive tools so that the learning is fun and memorable for the students. When teachers use cues and questions, they are activating prior knowledge and information that the students already have stored. When the information is revisited during this process, the students are more likely to remember it and can also relate the information to something personal. Having students make personal connections with learned information will help them to store the information for longer amounts of time.

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.

Behaviorism in Practice

Behaviorist learning theory is a topic in education that some educators are not sure about. After reading this weeks resources, behaviorist learning theory is something that is and can still be used in the 21st century classroom. Some wonderful examples of how to incorporate technology were given in Using Technology with Classroom Instruction that Works by Pitler, et al, such as using spreadsheets, data collection tools, word processing, multimedia, and web resources. These resources are used to help students with academic behaviors that will produce the wanted result for both the teacher and student. Behaviorism is primarily concerned with observable and measurable aspects of human behavior. In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner (Standridge, 2002). When looking at the chapter about Homework and Practice, the strategies given help promote the learning theory in the following ways. When homework is given in the correct amounts and feedback is given it will help students reach the expected level of proficiency. Homework is given to reinforce what was taught in class and to help a student master a concept. When relating homework to the learning theory, I see it as the teacher is given the assignment and has an expected outcome in mind as well as the student knowing that the more practice they get, the better it will be for them. Online educational games are also a great form of technology to use in the classroom. Teachers can put students in literacy or math centers on specific websites that will help a child further there knowledge about a topic. Online educational games have an inherent appeal and generate immediate feedback that allows a student, parent, and teacher to monitor progress toward mastery (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The appeal and feedback is a reward to the child for a positive action therefore the child will want to continue the action for more positive reinforcement.

Behaviorism is something that can make a positive impact on students and a classroom if used in the correct way and with multiple strategies.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

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