Cognitivism in Practice

        The sensory memory holds information for only a very brief moment.  We must capture students’ attention by using cues, questioning, using different colors (stimuli), and even using gestures and fluctuating our voices.  In order to move information from short term memory to long term memory, teachers can make information meaningful and relevant to students’ lives.  In today’s society, students are surrounded with various means of technology in their everyday lives. Perhaps by integrating an assortment of technology into our lessons, students will be better able to determine the purpose of the assignment, the relevance of the topic, and the context of the material. 

      Researchers Pitler, Hubbell, Kuhn, and Malenoski (2007) discussed how cues, questions, and advance organizers enhances "students' ability to retrieve, use, and organize information" (p. 73).  I apply all of these instructional strategies in my own classroom in order to teach- and check - for understanding.  As Pitler et al. (2007) noted, cues are hints for what the students are getting ready to learn, while questions help to trigger memories.  In addition, "advance organizers help students focus their learning" (p. 73).  

     I do not always have to check for students' understanding via a formal assessment.  I do not only check understanding of the topic, concept, or skill by means of a quiz or test.  Cuing and questioning helps me to see what the students already know.  

I use graphic organizers to assist students with the placement of an abundance of information.  I have utilized Word and Inspiration software to create graphic organizers that help students to compile information into a more defined space.  I feel that this helps most students "see" the information.   This is also another way to check for understanding based on the placement of the information. 

       Additional instructional strategies include summarizing and note taking which "focuses on enhancing students' ability to synthesize information and distill it into a concise new form" (Pitler et al., 2007, p. 119).  I can check for student's understanding of the day's essential question (pertaining to the lesson) by having students answer the question on a chart that I have created in Word.  The chart includes the Essential questions throughout the entire chapter, along with a space for students to write a short, concise response.  Here, I can quickly see if the student understood the lesson.  

   I have also used graphic organizers as a form of note taking, especially when covering a multitude of topics that students will later compare and contrast.  This way, students can divide the information into categories and see the bigger picture.  I also have had students utilize the Inspiration program in order to collect their thoughts into web.  This strategy has the students taking ownership of their understanding of the context.  

Reference:

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

Behaviorism in Practice

Pitler, Hubbell, Kuhn, and Malenoksi (2007) suggested that effort has a direct influence on student achievement and that reinforcing effort enhances students’ understanding of that relationship.  Teachers must express to their students how important effort is and that the amount of effort that they put forth will ultimately affect their overall academic performance.  It would help to have a matrix designed for students in order to examine what exactly constitutes effort. 

One researcher, Edward L. Thorndike, stated that “responses were strengthened or weakened by the consequences of behavior” (Smith, 1999).  Dr. Orley (Laureate, 2010) also stated that “reinforcement is more powerful than punishment.”  According to the behaviorist learning theory, Dr. Orey (Laureate, 2010) recommended reinforcement of desirable behaviors.  James Hartely noted that positive reinforcements should be used more than negative, as positive reinforcements serve as a motivator for success (Smith, 1999).  Teachers can praise and reinforce quality effort from their students by giving appropriate feedback.  Meanwhile, undesirable efforts should be punished, primarily in the area of attention as off task behaviors generally warrant punishment.  Punishment for a lack of effort may also include point deductions based on missing homework assignments, or skipped answers. 

Homework and practice is yet another instructional strategy that relates to the behaviorist theory.  After students learn the concept, they now have the opportunity to apply their skills on their own.  Pitler et al. (2007) explained, “Having students practice a skill or concept enhances their ability to reach the expected level of proficiency” (p. 188).  They go on to say, “Multiple exposures to material help students deepen their understanding of content and become proficient with skills” (Pitler, et al., 2007, p. 188).  Therefore, students’ skill level may be strengthened or weakened depending on the amount of practice, or homework.  Meanwhile, teachers need to give feedback to the students fairly quickly as students tend to make careless errors at times while practicing a new concept.  We do not want our students to continue making those errors, even if they are completing their homework and practicing daily.  Therefore, it is important for teachers  to reinforce practice and accuracy at the same time.    

           

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist 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.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection: Final Blog Posting

     As I reflect upon what I have learned in this graduate course, I am astounded by how much technology impacts education, work, and society.  This course really got me to thinking.  I now see technology in a whole new way.  I understand that integrating technology in education is important and that it leads to productive and successful citizens in the workplace. 

            Blogs, wikis, and podcasts were introduced to me during this course.  Though I had heard about these means of communication, I never thought to combine these with my lesson planning.  As a professional teacher, I began thinking about designing lessons that incorporate the use of blogs, wikis, and podcasts into my math curriculum.  As a student in this course, I was able to create and contribute to these collaborative forms of technology while gaining hands-on learning experience.  I was able realize the significance and purpose of each new technology which ultimately lead to designing student-centered math lessons including blogs and wikis.

            I have always known how effective the physical collaborative groups can be in the classroom.  However, throughout this graduate course, I learned that collaboration via the online setting can be just as effective – and even more so than within the four walls of the classroom.  I have deepened my knowledge of the teaching and learning process by expanding collaboration and communication among students to outside of the classroom.  By doing so, students are gaining 21^st-centuty skills that are preparing them for the workplace.

            While I tend to be the giver of information in my math class, this course has encouraged me to change my perspective from that of teacher-centered to learner-centered.  It is necessary to incorporate a constructivist approach to learning algebra so that students may construct their own meaning and develop a deeper understanding of the applications.  Now, the world of information is at the students’ fingertips, not just standing before them in front of the classroom.  In math, word problems can come to life.  Students may research meaning behind parts of the problem they are unsure of.  Students can access real time and current information too.  Students can work collaboratively on a performance task, such as an exemplar, through a blog or a wiki.  Then, students can discuss the solution on a podcast.  Students are more engaged in this type of environment as opposed to a teacher-centered classroom.

            In order to expand the knowledge of learning, teaching, and leading with technology with the aim of increasing student achievement, I plan to stay abreast of the current and upcoming technologies and research ways to integrate these technologies into my own classroom and curriculum.  I plan to continue and complete this graduate degree so that I may learn more about integrating technology into education.  I would like to share my knowledge and experiences with my students as well as with fellow colleagues.  I would like to encourage professional learning at my school to include topics about technology and student achievement. 

            In order to transform my classroom environment, I have set two goals.  My first goal is to write a grant to obtain 6 classroom laptop computers. Though every student may not have access to their own individual computer during class, I believe that each physical collaborative group within my classroom should have access to the internet.  I will pursue the goal of obtaining 6 laptop computers by writing a grant to IBM.  My second goal is to establish a student-centered classroom that includes the integration of technology.  My goal is to establish a learning environment for my students to work together both inside and outside of the classroom. 

Poscast: Profiling the Students of Today

An interview with:
Student A: 6th grade female
Student B: 8th grade female
Student B: 10th grade male

A neighbor and former student of mine, Amy (who recently graduated high school), was gracious enough to read the responses I recorded from each of the interviews with the students.

Podcast - TEST

This is a test to see if I can actually get my recorded podcast to my blog.

Partnership for 21st Century Skills

I spent some time exploring the website of the Partnership for 21st Century Skills.  Here are my thoughts:

* My reaction to the website: 
I had never heard of the Partnership for 21st Century Skills prior to visiting the organization's website.  I had to spend time to understand what the organization was all about.  At first, I wasn't clear as this is so very new to me.  However, I found several online videos under "Tools and Resources" that helped to explain what teaching and learning looks like in the 21st century schools.  The overview of the framework includes a detailed outline and description of skills, standards, and outcomes.    

* Information that surprised me:
When I looked under "State Initiatives," I noticed that my state is not listed.  I also noticed that only 16 states are listed.  This surprised me because the organization was founded nine years ago in 2002.  With all of the advances in technology in the business community and in education, why hasn't every state been exposed to the Partnership for 21st Century Skills?

* I disagree with...:
 I am excited to infuse 21st century skills into education.  It just makes sense.  I'd like to see more states take part in this initiative.  I think it should be enforced.  With that being said, I think that the idea of joining 21st century skills with the world of education is vital to our students today.  I would like to see a forum for educators on this organization’s website. I would like to see a place where teachers, administrators, and district leaders can have a voice.  Okay, so now we become members of the P21 organization, then what? 

* Implications:
It is necessary for students to learn the core curriculum simultaneously with the new literacies that come with the technology of today and of the future.  Our students should continue to work cooperatively, but now in a whole new way - virtually.  Once our students begin working cooperatively with members outside of their physical group within the four walls of the classroom, a whole new world opens up.  Be it blogging with other students in another class period, or with students in another school, state, or even country, 21st century skills will naturally be implemented.   Not only do our students need to know the basics of technology - formatting, designing, problem-solving, creating, and manipulating - they also must understand the purpose and objective.

Collaboration is important.  Some problems are so complicated that they must be examined by a group of people.  Dr. Dede (2010) suggested problems in the world today are becoming more "wicked", or complex, therefore groups are necessary.  Students should have the opportunity to collaborate and work together with people of different skills and backgrounds in order to make meaning of problems and synthesize information together.  Dede also stated that "we need to change pedagogy and curriculum and the assessment systems so that students are being assessed on their ability to work in a group performance." Hence, 21st century skills will be a necessity in collaboration and the workplace.

Reference:
Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Skills for the 21st century. Baltimore: Author

Students Blog in 8th Grade Math

I recently watched a video (2010)  in my graduate class about a 6th grade teacher, Kathy Martin, who integrated blogging into her classroom and how effective blogging can be.  This also got me to thinking about how we as educators do things differently versus doing different things in our classrooms.


I am an advocate for writing across the curriculum - yes - even in math.  As an 8th grade teacher in the state of Georgia, I am aware and understand the importance of writing in every subject.  Our 8th grade students must pass the Middle Grades Writing Assessment (MGWA) in January in order to promote to high school.  It is expected that students are exposed to writing in each class,  not just in Language Arts.  


I have my 8th grade math students keep a Math Journal.  Students respond to questions that often lead to class discussions.  Questions could be about how students feel toward the subject, a concept, a project, or even homework.  Questions can also be about real-world relations to mathematical applications.  Students may also respond to lesson or unit Essential Questions (E.Q.'s) in their journal.  Rather than having my students do this in a composition notebook, they can post their responses to a blog.  In addition, students can read their classmates responses to the journal questions, and respond to one another, thereby generating a discussion between students.  


The math journal blog would promote appropriate writing practice for 8th grade students, as well as encourage participation from all students.  Sometimes when we hold class discussions, not every student has the opportunity to share, ask questions, or comment - mainly due to time constraints.  Blogging is a fair way for students to do those things "in front of the class" as well as to interact with each other and even communicate with students that are in different class periods.  

The use of an online math journal in the form of a blog, could eventually lead students to a place where they can publish their technical writing pieces for all to see.  Students could be given a rubric to review their peers' written works.  In this case, students could "Comment" to each other with editing remarks based on the rubric.


I foresee ultimate engagement, enthusiasm for writing, participation without ridicule, and enjoyment in 8th grade math.


~ Malissa Sauciunas


Reference:
Laureate Education, Inc. (Executive Producer). (2010). Spotlight on technology: blogging in the classroom. Baltimore, MD: Author.