Course and Personal Reflection

When first beginning work for this course, I had stated that it isn’t often we consciously classify daily instructional decisions, or found them in learning theory. Since, “teachers make up to 3,000 different decisions per day,” how could we possibly (Laureate Education, Inc., 2008a)? Now, after eight weeks of interacting with a variety of learning resources and knowledgeable professionals, I have been able to take practical application into my classroom. I am conscious and deliberate in my lesson planning, and for how I can adapt the levels of engagement, using theory or educational technology. I am convinced that each lesson I have taught can be modified, in some way to incorporate a more student-centered approach to learning. I do plan to continue this new practice long-term, as the benefits to my students are innumerable.

Doctor Michael Orey states that “knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner,” (Orey, 2001). To facilitate this construction of knowledge, I plan to immediately try and incorporate the use of Voice Thread into a number of lessons with my Science curriculum. By varying the approach or use of the Voice Thread tool, I can increase student interest, academic engagement; as well as their access and knowledge to the Voice Thread tool itself. In addition, I have further plans to utilize the Black Board tool, provided by our county school system, for more than just a homework board. It is a hope and short term goal to investigate the embedded Wiki application and its future use for meaningful lessons. Ideally, I plan to incorporate this investigation and discussion of its application, with others to whom I have shared the idea with, in my PLC.

Finally, by providing more frequent and purposeful integration of theory and the tools for instructional and learning applications, Albert Bandura’s idea of learning as, “a result of the collaboration of a group of learners, in effort to construct a common core of knowledge,” can become a reality in my classroom (Lever-Duffy & McDonald, 2008, p. 18). I have already found that, even more frequently than before; I facilitate experiences where students will want or need to model a certain practice or idea, or one where they are engaged in the group activity and will collaboratively complete the science lab that we are focusing on. The use of our nine instructional strategies has been helpful in these experiences and each has had their own benefit for the diverse intelligences that I encounter. I have made small changes to my behavior management and its effect on instruction, where I combine the attempt of modeling correct behaviors, with a behaviorist approach of positive reinforcement, and allow the social-constructivists in the room to imitate the desired, reinforced behavior; leading to a group desire, where they are all attempting to aim for, or model success. After nine years of teaching and my recent engagement in this course, I do believe that I am founded in my approach to instruction and that I utilize teaching practices more purposefully. Based on the composition of classes I receive each year, the academic level of my students, as well as the personal maturity that each of my students possess; I can now select which theories, tools, and strategies will work best for particular students. I believe that, “as teachers, we truly can shape our student’s brains, for life”, and I aim to do so in the best way I now can (Laureate Education, Inc., 2008b).

References:

Laureate Education, Inc. (Producer). (2008a). Program one. Understanding the Brain [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Laureate Education, Inc. (Producer). (2008b). Program two. Brain Research and Learning [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.

Lever-Duffy, J. & McDonald, J. (2008). Theoretical Foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. (3rd ed. pp 2-35).

Orey, M.(Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Voice Thread Assignment

Please copy and paste my Voice Thread Link into your browser so that you can view images and information about the universal problem of "Tardiness to Class."

http://voicethread.com/share/889526/

Connectivism and Social Learning in Practice

As the use of technology increases and improves, so does our global learning picture. Collaboration with others, who are on the opposite side of the world, is now possible as well as practical in a school and work setting; while working with a team of professionals to accomplish a common goal, is a task that students and employees may participate in. This practice, these ideas, and the movement towards such collaboration can be enhanced by using a strategy called Cooperative Learning. Cooperative Learning is founded in the Social Learning Theory and is a strategy that “allows students to work together in small groups with individuals of various talents, abilities and backgrounds,” (Orey, 2001). It is a process that requires knowledge to be “discovered” and elaborated on, by interacting with others who can relate; as opposed to simply being presented, and assimilated through other learning theories.

Activities in the classroom that can help to prepare our students for such a rich, collaborative work experience include Web quests, Multimedia presentations, utilizing Web 2.0 resources, and Communication software such as blogs or wikis (Hubbell, Kuhn, Malenoski, & Pitler, 2007). Additionally, Project Based Learning can also be used to drive collaborative instruction. My belief in our role as educators to facilitate conversation amongst group members, to support the “big picture” of knowledge, and to model the networking process so that all people and resources involved can be engaged meaningfully, is immeasurable. Because Cooperative Learning, does “create a situation in which students must explain and discuss various perspectives, a greater understanding of the material is obtained,” (Orey, 2001, p.4). Ideally, isn’t this always our goal?

References:

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.