Social Learning Theories Put Into Practice

This week’s resources have been focused on social learning theories. Dr. Michael Orey describes social learning theories as being focused on activities that students are engaged with creating artifacts or interacting with others (Laureate Education, Inc., 2011).  Social learning theories have been and are becoming more prominent in schools with buzzwords such as “collaborative” or “cooperative” learning.

Using Technology with Classroom Instruction that Works, sites several ways to incorporate technology into the classroom while fostering cooperative learning. One suggestion the authors give is to use multimedia in the classroom. In this situation, students are working together to create a movie and are also involved in cooperative teaching and learning (Pitler, Hubbell, Kuhn, & Malenoski, 2007). The authors explain that students can be given roles or tasks within these movie projects, to ensure students are engaging appropriately and also stress that rubrics are critical for ensuring students understand what is expected of them (Pitler et al., 2007).

Another strategy Using Technology with Classroom Instruction that Works, suggests is to use web resources in order to communicate with students from other cities, states, and countries (Pitler et al., 2007, p.145). At the Computer-Using Educator’s (CUE) conference in Palm Springs this month, Dr. Howie DiBlasi presented on different sources teachers can utilize for collaboration. You can check out his Power Point presentation on his website. (Click here to get to his website.) Once at his website, scroll down and download the PowerPoint labeled "2012 CUE-Give Kids the World-Collaboration Projects for the Digital Age Classroom."

Lastly, Using Technology with Classroom Instruction that Works, explains how building a website can be used to foster cooperative learning (Pitler et al., 2007). While the authors walk through specific websites to be used, I think a basic class wiki page would be just as beneficial. The point of this activity is to get students working together to create an artifact that can be shared with the world.

All of these strategies have one thing in common: they require students to work together. Collaboration and cooperative learning allows students to create a piece of work to be shared with an audience. This is how many of us learn today, especially those of us taking online courses, and it should not be ignored in our classrooms today.

Resources:

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

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Constructivist versus Constructionist

According to Dr. Michael Orey the constructivist learning theory explains how each person’s knowledge is unique to his or her individual experiences (Laureate Education, Inc., 2011). The example he uses to explain this, is that while two people both know what a chair is, the chairs they have seen and sat in are different. So, if the word chair comes up in conversation, different people will picture different chairs. While this learning theory is a good reminder for teachers that students do not all come to school with the same experiences, it is not a useful theory for classroom practices.

Whereas, constructionism is a learning theory that can help teachers drive their classroom practices. Constructionism is a learning theory, which explains that students learn best when they build or create something that can be shared with others (Laureate Education, Inc., 2011). What is great about this learning theory is that it does not have to be elaborate or over the top to be effective! Dr. Orey explains constructionism can be as simple as having students construct a Power Point presentation using text, pictures, visuals, and then presenting to the class (Laureate Education, Inc., 2011).

In Using Technology with Classroom Instruction that Works, the authors explain how spreadsheets can be used to integrate constructionism and Project-Based Learning (PBL) into the classroom. For example, students can use spreadsheets to manipulate, graph, and test predictions by using software such as Microsoft Excel (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.204). This correlates with the idea of constructionism because students are given the chance to create spreadsheets and graphs using a technology tool, which can then be shared with others.

Using Technology with Classroom Instruction that Works, also addresses web resources, which let students use their “background knowledge, make decisions, and see the outcome of their hypotheses” (Pitler et al., 2007, p.212). The website Smog City allows students to create a city with certain parameters and then see the effects on a city’s ozone and smog levels. Web resources, such as this one, allow students to construct situations they would not be able to do normally in a classroom setting. By giving students the chance to construct scenarios, they are creating an experience they can then share with others, which supports constructionist learning. 

References:

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist 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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory and Technology Strategies

This week, I have been researching how the cognitive learning theory can be used in the classroom through the use of technology. My focus has been on how cognitive tools are used to enhance cues, questions, and advance organizers in the classroom, along with summarizing and note taking.

How to Embed Technology into Cues, Questions, & Advance Organizers

In Using Technology with Classroom Instruction that Works, the authors describe cues as reminders given to students in order for students to know what they are about to learn, and questions are asked to trigger students’ prior knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.73). The use of advance organizers can take cues and questions to the next level, by helping students focus their learning. Advance organizers can be created through word processing applications as well as concept mapping tools. (Check out one concept mapping tool I have used here at SpiderScribe) Advance organizers directly correlate with cognitive tools. One role of a cognitive tool is to present information in a “meaningful and appropriate representation” (Robertson, Elliot, & Robinson, 2007). Advance organizers allow students to show relationships among content in different forms. Students can organize information through the use of a Power Point, Word document, or concept map. If using Google Docs, students can share and edit each other’s organizers to help clarify information. For more information on advance organizers and concept maps check out this section on WikiEd.

How to Embed Technology into Summarizing and Note Taking

The purpose of summarizing and taking notes is to teach students how to take information and condense it down to the most important points (Pitler et al., 2007). One strategy that is presented in Using Technology with Classroom Instruction that Works is to use Microsoft Word to model for students how to summarize information. The authors describe how you can use the “track changes” feature to delete redundant information and simplify terms (Pitler et al., 2007, p.123). The other option the authors offer is to use the “AutoSummarize” tool, which will automatically summarize information in a document (Pitler et al., 2007, p.123). By using the “AutoSummarize” or “Track Changes” tools, students can see the information in the original and summarized form. This gives students a visual of how summarizing condenses information, which aligns with Paivio’s dual coding hypothesis that states information is stored as images and text (Orey, 2011).

Another great strategy offered in Using Technology with Classroom Instruction That Works is a note taking strategy called combination notes. Combination notes consist of notes or facts on the left, pictures on the right, and a one to two sentence conclusion at the bottom (Pitler et al., 2007, p.124). (Download a template here.) This strategy can be used in a word processing application. Students can use the Internet and clip art to find appropriate pictures that align with their notes on the left-hand side. If your students have access to Google Docs, they can also share their combination notes, so they can see how other students approached and organized the same information. This strategy also aligns with Paivio’s dual coding hypothesis because students are organizing and synthesizing the information through the use of text and pictures.

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

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

Robertson, B., Elliot, L., & Robinson, D. (2007). Cognitive tools. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

Behaviorism in the Classroom

This week I have been reading about the behaviorist learning theory and how it relates to reinforcing effort and homework and practice. Dr. Michael Orey explains the behaviorist learning theory as being focused on changes in behavior that are caused by stimulus-response associations (2001).

In Using Technology with Classroom Instruction that Works, it is suggested that students keep track of the amount of effort they put into their work through the use of a rubric and excel spreadsheet (Pitler, 2007). Now, I think this is a great idea! Not all students come to school ready to put in hard work, so it is important that schools teach these skills and traits to our students. The idea of monitoring success on an excel spreadsheet directly correlates with the behaviorist learning theory. The sample rubric used in Using Technology with Classroom Instruction that Works has categories such as class notes, attention, and participation, in which students rate their effort. They then keep track of this information on an excel spreadsheet, along with their academic grades on quizzes and tests, to see the correlation between the two. In this case, students are under going operant conditioning, which is when satisfying responses are learned to be repeated and unsatisfying responses are not (Orey, 2011). (See a funny clip from the Big Bang Theory that illustrates operant conditioning at: http://www.youtube.com/watch?v=euINCrDbbD4&feature=related)       

If students see that as their effort goes up, so do their grades, they are more likely to repeat their actions when it comes to effort. If they see that a lack of effort correlates with low grades, they may desire to change their behaviors. I think this activity has great potential. While I believe there will still be students out there who do not gain a positive outlook from this approach, it will be more beneficial than not. As an educator, it is our job to give students tools for success in order to become life long learners, and this activity would be a great way to help students engrain the idea that effort goes with success. Has anyone tried teaching effort? Was it successful?

As for homework and practice, the very idea of giving homework aligns with the behaviorist learning theory. The behaviorist learning theory promotes repetition. According to Using Technology with Classroom Instruction that Works, in order for students to reach eighty percent proficiency on a skill, they need to practice the skill approximately 24 times (Pitler, 2007, p.188). Pitler suggests using multimedia and web resources to enhance homework and practice. (An example of a multimedia website schools can sign up to use is First in Math. Whereas, an example of a web resource is Math Playground.) Multimedia and web resources allow students to complete skill and practice type activities through technology. In return, technology can allow for differentiation and monitoring of student progress. While I do not use technology as a required part of homework since some of my students do not have access, I assign math homework practice nightly. My worry is that some students practice skills incorrectly, thus internalizing the skill incorrectly, as Using Technology with Classroom Instruction that Works explains can happen if teachers do not provide feedback quickly (Pitler, 2007). While I review concepts before assigning homework and immediately the next day, I know some students are learning concepts incorrectly. How do other teachers handle homework and avoid internalizing of incorrect methods?

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