Dr. Michael Orey defines constructivism as "a theory of knowledge stating that each individual actively constructs his/her own meaning" (Laureate Education, Inc., 2009). In the readings this week, we were introduced to many strategies that provide students with ways to meet the requirements defined as constructivism. The key to constructivism is that each student must gear what they are learning in such a way that he or she connects with it to find meaning. Teachers should instruct the students in such a way as to find meaning, in order to remember the subject matter. A perfect example of this was found on page 210 of Using Technology with Classroom Instruction that Works. Mrs. Schwartz turned her students concern for the community into a teaching moment by having her class collect data regarding acid rain. The classes collected samples from the local water supplies and tested pH levels in order to determine the acidity level of the water the community was being exposed to. Mrs. Schwartz took what is an important standard and gave the students a reason to learn and remember.
Resources
Pitler, Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Wednesday, May 27, 2009
Wednesday, May 20, 2009
Cognitivism in Practice
Dr. Michael Orey states that "integrating multiple senses in presentations improves learning" (Laureate Education, Inc., 2009). Basically, the more ways information is presented, the more likely that the students will process it, remember it, and be able to recall it. The learning resources this week present multiple ways that technology can be utilized in order to demonstrate and remember the material that the students must learn.
The key in improving the learning process is to address all three areas of the Information Processing Model, as presented by Dr. Orey. The first step is sensory input of information. This can be done in several ways, including advance organizers, in order to prepare the students for what they will be learning. The second step is short-term memory. Students must practice what they have learned. Practicing can be accomplished through questioning, summarizing, and note taking. The more times and ways that they practice the learned information, the more likely the students will send the information they have learned into long-term memory, which is step three. Long-term memory is where the information that has been learned is stored. Dr. Orey details the three different types of information that are in long-term memory. They are declarative, or facts and information; procedural, or how things are done; and episodic, or tying events from your life to learning (Laureate Education, Inc., 2009). One great way to present information that should be in long-term memory is through the use of concept maps. This tool helps to organize information. It can also be used to change the information so that it is presented in a different manner for different learners, known as dual coding.
Resources
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.
The key in improving the learning process is to address all three areas of the Information Processing Model, as presented by Dr. Orey. The first step is sensory input of information. This can be done in several ways, including advance organizers, in order to prepare the students for what they will be learning. The second step is short-term memory. Students must practice what they have learned. Practicing can be accomplished through questioning, summarizing, and note taking. The more times and ways that they practice the learned information, the more likely the students will send the information they have learned into long-term memory, which is step three. Long-term memory is where the information that has been learned is stored. Dr. Orey details the three different types of information that are in long-term memory. They are declarative, or facts and information; procedural, or how things are done; and episodic, or tying events from your life to learning (Laureate Education, Inc., 2009). One great way to present information that should be in long-term memory is through the use of concept maps. This tool helps to organize information. It can also be used to change the information so that it is presented in a different manner for different learners, known as dual coding.
Resources
Laureate Education, Inc. (Producer). (2009). Program five. Cognitive Learning Theories. Bridging learning theory, instruction, and technology. Baltimore: Author.
Wednesday, May 13, 2009
Behaviorism in Practice
This week's topic dealt with Behaviorism, and the ideas of reinforcement through homework/practice and effort. These topics go hand in hand. It is circular in nature. Students who do not complete their homework show little effort, and therefore exhibit poor behavior patterns. Their lack of effort shows in their test scores and overall grades. The students, thinking that it will be impossible to raise their low grades, will continue to not complete homework, thereby showing continued lack of effort and continuing the poor behavior patterns.
Music is one of those subjects where effort and practice are one in the same. Lack of effort shows immediately in beginning music (band/orchestra) students. As I tell my students, "It doesn't take a rocket scientist to figure out that you haven't practiced." In the past, practice sessions at home could only be monitored by parents. Unless the parents had musical training, it was almost impossible for the student to receive immediate feedback. But, with the advances in technology, music companies have integrated computer programs into their methods books. With the use of the CD-ROM and a microphone, a student can practice their lessons at home on the computer. The program keeps track of what the student is playing, and judges whether or not the student has played correctly. The correct notes light green, the incorrect notes light red. The results of the practice sessions can be emailed to the teacher, who can then keep track of the students' progress on a spreadsheet. Practice and effort can be seen over time, on the computer screen and in how the ensemble sounds.
Music is one of those subjects where effort and practice are one in the same. Lack of effort shows immediately in beginning music (band/orchestra) students. As I tell my students, "It doesn't take a rocket scientist to figure out that you haven't practiced." In the past, practice sessions at home could only be monitored by parents. Unless the parents had musical training, it was almost impossible for the student to receive immediate feedback. But, with the advances in technology, music companies have integrated computer programs into their methods books. With the use of the CD-ROM and a microphone, a student can practice their lessons at home on the computer. The program keeps track of what the student is playing, and judges whether or not the student has played correctly. The correct notes light green, the incorrect notes light red. The results of the practice sessions can be emailed to the teacher, who can then keep track of the students' progress on a spreadsheet. Practice and effort can be seen over time, on the computer screen and in how the ensemble sounds.
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