Cognitive Learning Theories

The Cognitive Learning Theory, according to Dr. Orey follows three stages. New information comes in through the sensory registers, be it via visual, auditory or other senses, and then gets managed in the short term or working memory, and then hopefully, if there are enough connections made, the information gets stored into long term memory. What Dr. Orey continues to tell us is that most brains remember images better than it does text, and therefore, it is vital for educators to teach our students using as many visual images as we can. Our brains use a dual coding of information which allows us to store an image along with a text. Then after enough elaboration, where we make connections to that piece of information, the brain stores for the long haul.

This week, we learned about a variety of technology that would support this dual coding and elaboration inside of the brain. For example, the use of concept mapping can help students to focus on the important information in the midst of a massive amount of facts, or can help them determine what they know versus what they don't. According to Novak and Canas, "every concept map responds to a focus question, and a good focus question can lead to a much richer concept map" (2007, p. 11). Using these concept maps with a quality focus question in tandem with a virtual fieldtrip, according to Dr. Orey, is another way to "create episodes." Any time that we can make the experience feel as though the student is immersed in the experience, we tap into the brain with an episodic memory. Making these kinds of connections will help students to be able to understand, retain, and then recall longer.

The use of power point, spread sheets, pamphlets, and other creative uses with Microsoft office also support this type of learning. Helping students take the information, connect to it in a viable and memorable way, will ensure that the learning will store in the brain better. I cannot wait to try some of these new ideas in my classroom as well.


References:

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Orey.

Novak, J. D. & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008.

Behaviorism in the Classroom

According to author Melissa Standridge, "using behaviorist theory in the classroom can be rewarding for both students and teachers" (Orey, 2001). As educators, our role is to create a classroom where appropriate behaviors and skills are learned. Since "students work for things that bring them positive feelings, and for approval from people they admire," (Orey 2001) using behaviorist techniques can be quite powerful. Whether using stimuli to promote certain types of behavior to maintain a classroom environment, or to reinforce certain skills, we know that rewards and consequences can enhance operant conditioning and earn desired results.

In terms of gaining desired results in the area of learning, technology can play a large role. Some believe that the connection that children make with the effort they put into an activity and their success in that activity, is very important. "Research tells us that not all students realize the importance of effort. Many attribute their success or failure to external factors" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 156). Therefore, they recommend that we use technology such as spreadsheets and rubrics to allow students to keep track of their effort and then match their success with that effort. When the students see the connection, effort is reinforced, and students start taking more responsibility for their actions and their success. Since behaviorist theory relies so much on stimuli to control behavior, having students be able to track their effort and success will give them both internal and external reasons to do better.

Homework and practice is another intregal piece of the behaviorist theory. In order for positive change to occur, one must know what he/she is doing right or wrong. Homework allows for feedback from a teacher, and then the student can do more practice to work on the areas of weakness. Once again, this allows a child to get external stimuli and a chance to see effort pay off. Technology, however, can make this practice and drill a lot more fun. For example, one of the suggestions given by the authors Pitler, Hubbell, Kuhn, and Malenoski, was a website called BrainPOP. This particular site has short movies that a child can watch to revisit a topic and then can take a quiz. The response for the quiz is immediate, so the child knows whether or not they understand the information. It is also done in a non threatening way, so that it is fun. Students are more likely to practice and drill when they are having fun.

Already I have my students use the textbook website, Algebra2.com to take self quizzes and tests to prepare for assessments, and I look forward to learning even more about ways that technology can enhance learning in the classroom.


References:
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from htt://projects.coe.uga.edu/epitt/index.php?title=Main_Page on Nov. 11, 2009.

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

Looking Ahead!

I have now completed my third course in my Master's Program, Integrating Technology Into the Classroom, and I am thrilled about what I have learned so far. Not only do I have a better understanding about what my students will need to be prepared for the 21st century, but I have learned how to use some key digital tools to help me prepare them.

As author Marc Prensky (2001) explains so nicely, many of todays teachers are digital immigrants, those who were not born into the digital age, but may at some point become interested in it, are now educating digital natives, or "native speakers" of the digital language of computers, video games, and the Internet. While we continue to use techniques that worked for us, while we were growing up, today's students no longer learn in the same way and need to be taught differently.

According to the Partnership for 21st Century Skills (2002, which I listed on this blogsite in an earlier post), "there remains a profound gap between the knowledge and skills most students learn in school and the knowledge and skills they need in typical 21st century communities and workplaces." Therefore it is up to teachers to bridge that gap. For many educators, that means that they need to continue to be life-long learners themselves, and to continue to try new things in the classroom. Today, that means incorporating technology into the classroom. The Partnership continues to tell us that "in this environnment, the need for technologically literate citizens and workers increases every year. Skilled people in the 21st century need to understand how to use technology tools. Current 21st century tools include computers, networking and other technologies, plus audio, video, and other media and multimedia tools."

As you can see, I created, for the first time, a blog site. It has been a truly amazing way to communicate and I can see using this tool in the classroom. I was also able to learn how to use a wiki with a small group of classmates, and learned how to record a podcast. Each of these digital tools can easily be incorporated into the classroom and would make learning not only more fun for the students, but more relevant and useful for their future.

One goal for the upcoming years would be to take the ten main topics of my Algebra II course and have the students use wikis to create a "student friendly version" of the textbook. I would like to see them, in small groups, write the chapters of the book in a way that makes sense to them. They would use examples, definitions, real-world connections, and creativity to reflect on what they learned in the classroom. They could create podcasts or videos of a certain topic which could then be incorporated into their wiki pages. They would need to know the material well enough to be able to "teach" it to someone else creatively.

A second goal would be to have a homework hotline. Many of my students go home at the end of the day and struggle with the math problems. It would be nice if they could go online and "chat" with each other to get help. This would allow for those who understood the material to feel good about themselves, and for those who needed help to get it before they came back to class.

Both of these goals support the 5Cs of Learning Theory; Context, Construction, Caring, Competence and Community (Trilling, 2005). Context demands more authentic learning tasks that match real world conditions, which we can see in the case of getting help with a real problem in the homework hotline. Construction demands the making of external models to match the internal models that are being made inside of our heads. Caring allow the students to create something with which they can be evaluated and care about. Competence discusses the fact that there are a variety of intellegences and approaches to learning that need to be put into a group, and Community talks about a team approach to problem solving. The making of the wiki will support all of these steps.

Today's students learn differently than we did, and as an educator I look forward to learning from my students while they learn from me.

References:

Prensky, M. (2001). Digital natives, digital immigrants. On the Horizon, 9(5).

"Tech Talk" with Myers

I had to create a podcast for my class. Check it out - hope you enjoy it. It was fun and not too hard. I can see my students liking and using this medium.

http://kimmyers.podbean.com/mf/web/tuek9a/Record002.mp3