VoiceThread

 Here is the link to my voicethread https://voicethread.com/share/16474295/ 

  

 

 

 

 

 

 

Module 5

 

 

Kelly Kern

 

 

 

 

Walden University

Kathryn Arnold

 

Bridging Learning Theory Instruction and Technology

 

December 27^th, 2020

 

 

 

 

 

 

 

 

 

 

 

Constructivist Learning Theory

 

`The constructivist theory is when the “instructor acts as a facilitator and guides the learners along their paths of learning. Learners are assigned tasks in which they must implement instructional goals. They investigate, create, and solve problems” (Orey, M, 2010, p.130). Constructionism can be implemented in two forms-- Learning by Design (LBD) and Project-Based Learning (PBL). In both forms, students take on more responsibility in their learning.

The learning by design theory of constructivism allows for students to work in collaborative groups. According to Dr. Orey, “the participants are expected to design an artifact for their pre-selected target audiences; this can be an individual undertaking or a group work” (Orey M, 2010 p.131). However, with PBL, designing a learning environment does not necessarily need to have a targeted audience.  

A strategy that is used with constructionist learning theory is project-based learning and problem-based learning. Both strategies I think work best with technology in the classroom. What is the use of technology, students can use graphic organizers to help them brainstorm ideas and organize information in a way so that they can understand what is being taught.  With the use of Google sheets in Microsoft Excel through Google classroom, students can collaboratively get data and provide easy access so that their data is accessible for everyone. According to the ITSE standards, “Students critically curate a variety of resources using digital tools to construct knowledge, produce creative artifacts, and make meaningful learning experiences for themselves and others. (ITSE, 2008) Also, in cooperative groups, “Students use collaborative technologies to work with others, including peers, experts or community members, to examine issues and problems from multiple viewpoints (ITSE, 2008).

I’m excited about this upcoming year because there really isn’t a timeline with testing so it will allow me to create more opportunities to look more into the curriculum and experiment with both strategies. I think regardless if we are still doing remote learning or going back to the classroom, I will create a survey to see what students like better. 

    My school uses Schoology as a platform for our school district. Robert Schuetz, the creator of Schoology, mentions the project-based learning is beneficial to students in the classroom. In saying that, “A recent collaborative study conducted by the University and Michigan and Michigan State University suggests the implementation of project-based learning correlated positively with student achievement, particularly in schools serving high-poverty communities.”

         

 

 

 

 

 

 

 

 

 

 

 

 

References

Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70.

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers.

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf. 

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2nd ed.). Alexandria, VA: ASCD.

Schuetz, R. Project-Based Learning: Benefits, Examples, and Resources. https://www.schoology.com/blog/project-based-learning-pbl-benefits-examples-and-resources.

 

 

 

 

 

 

 

MD4Assgn

  

Module Four:

Cognitive Learning Theory, Graphic Organizers, and Virtual Field Trips

 

 

Kelly Kern

Master of Science in Education, Walden University

Mrs. Kathryn Arnold

EDUC 6771: Bridging Learning Theory, Instruction, and Technology

December 2, 2020

 

 

 

 

 

 

 

 

 

 

 

 

 

The cognitive learning theory works together with graphic organizers and virtual field trips to support student learning. According to Walden, "The cognitive learning theory explains how we process information and stories it into our memory (Laureate Education, 2015a). By learning more about this theory, I will be able to understand this process with the use of technology in my classroom. I will also be able to connect prior knowledge to students when they learn new information to reach mastery.

Graphic organizers are an excellent tool to help students process information, breaking information into steps. I use many concept mapping techniques to introduce topics and connect students' prior knowledge in order for them to correlate the new information to what they already know. Concept maps are graphical tools for organizing and representing knowledge. They include concepts, usually enclosed in circles or boxes of some type, and relationships between concepts indicated by a connecting line linking two concepts (Schrock, K. (2016a).) The central idea goes in the center and allows students thinking to be broken down by steps. This graphic organizer can be based upon the students' readiness and breaking down the new information that is giving in a simple way.

Graphic organizers work well with virtual field trips as a technology tool. This is an excellent tool for students, so they will be able to visit places and experience looking at artifacts as if they were really at the scene. Students will remember the images versus the text. According to Dr. Orey, "the visual experience is the basis where they can create artifacts". Essentially, this idea ties into what students already learned. Virtual field trips create episodes for students, a rich experience that can be foundational in their network of ideas.  Students curate information from the digital resources using a graphic organizer that demonstrate meaningful connections and conclusions (ITSE,2016)

When starting a new unit, I always try to create a graphic organizer or a video picture to Activate student's prior knowledge. When beginning the lesson, I created a virtual field trip of the American revolution. This creates background knowledge to relate to other connections that students will study throughout the year. And this virtual field trip, students will identify the main events that led to the American revolutionary war. This learning to target, will help Activate students knowledge and thinking. Before viewing the virtual field trip, I had students take notes in their interactive notebooks and I had them fill out a graphic organizer. The interactive notebook helps students take notes and use them as a resource for additional help.

I love the idea of Genius hour because it is student-centered. Students will be fully engaged, and because they get to pick their event that led to the American Revolutionary War, they will be able to take control of their learning. By using the Virtual Field Trip and graphic organizer, students will be able to process information learned in a way to where they will remember. Instructional strategies like notetaking and concept mapping will help students in a school environment and help them learn in real-world situations.

 

 

 

 

 

 

 

 

 

References

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International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from http://www.iste.org/standards/standards/for-students-2016.

International Society for Technology in Education (ISTE). (2008). Standards for students. Retrieved from http://www.iste.org/standards/standards/standards-for-teachers.

Laureate Education (Producer). (2015a). Cognitive learning theories [Video file]. Baltimore, MD: Author.

Laureate Education (Producer). (2015b). Spotlight on technology: Virtual field trips [Video file]. Baltimore, MD: Author.

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf.

 

Schrock, K. (2016a). Concept mapping in the classroom. Retrieved

            http://www.schrockguide.net/concept-mapping.htmo

 

 

 

 

 

 

 

Appendix

Appendix 

 

1. Graphic organizer with essential question embedded (student work sample) 

 

 

 

 

 

2. Concept Map URL: https://connected-mind.appspot.com/

3. Virtual Field Trip URL: https://www.amrevmuseum.org/learn-and-explore/for-students-and educators/beyond-the-battlefield-a-virtual-field-trip

 

4. Blog URL: https://elateacherk.blogspot.com/2020/12/md4assgn.htm

MD3Assgn

 

Assignment 3 Module

Kelly Kern

Walden University

 

 

 

 

 

Professor Kathryn Arnold

EDUC 6771: Bridging Learning Theory, Instruction, and Technology

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. Behavior is directed by stimuli (Orey, 2010, p.271). 

JB Watson and BF Skinner created the behaviorist theory. According to this theory, “It is the idea that behaviors are changed adapted based on stimuli response associations by the learner. This theory can be used as positive and negative reinforcement (Orey, 2010, p.273).  If the expectation is met, there is a reward. I use this a lot in my classroom. 

 

The strategy I use the most is the modeling strategy. Albert Bandura has suggested that modeling is the basis for a variety of child behavior. Children acquire many favorable and unfavorable responses by observing those around them (Orey, 2010, p.275). I feel that students learn best when teacher models. As educators, Model and nurture creativity and creative expression to communicate ideas, knowledge, or connections (ITSE,2020).

 

I show modeling in my lesson plans. First, I incorporate an “I do, we do, you do” in my lesson plan. My principal wants us to use that in our lesson planning. The “I do” part of the lesson is me giving direct instruction to my students. It is also where the modeling takes place models for my students what they wanted them to learn. The “we do” part is where students work in cooperative groups or work with a partner. The “you” do part is for students to correlate their efforts and success, showing what they can do independently. With that being said, by analyzing data from pre and post-assessments, students can see their growth and progress.

            At the beginning of a unit, I have students complete informal assessments. Bellwork and exit slips are used to assess their knowledge of the standard being taught. The formative assessment shows their growth in the mastery of the standard. This allows me to know how to give the students the summative assessment. This allows students to reflect on how they can achieve mastery and beyond. Students can use assessment data to guide progress and communicate with students, parents, and education stakeholders to build student self-direction (ITSE 2020).

By using Genius Hour, I am interested in seeing how students perform with the modeling and behaviorist theory. The sources I used allowed me to acknowledge the importance of social-emotional learning and how technology will help students learn in the classroom. The behaviorist theory will be helpful to incorporate, especially with virtual learning and COVID.

I am looking forward to seeing the results of genius hour.

 

 

 

 

 

 

 

 

 

 

 

 

References

 

International Society for Technology in Education (ISTE). (2020). Standards for students.

                   Retrieved from http://www.iste.org/standards/standards/standards-for-teachers

Laureate Education (Producer). (2015). Behaviorist learning theory [Video file]. Baltimore, MD: Author.

Orey, M. (Ed.). (2010). Emerging perspectives on learning, teaching, and technology. Retrieved 

from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf