Generating and Testing Hypotheses

According to Dr. Orey, “A classroom based on constructionism has many elements that promote a learner-oriented learning environment. In this learning environment, the instructor acts as a facilitator and guides the learners along their paths of learning. Learners are assigned tasks in which they must implement particular instructional goals. They investigate, create, and solve problems” (Orey, 2001). Students are encouraged to make predictions, tackle real life problems, seek solutions and present their findings.


Technology allows the educator to create projects that allow students to apply content knowledge with real life applications. Three technology resources used in generating and testing hypotheses are spreadsheet software, data collection tools, and Web resources (Pitler, Hubbell, Kuhn, and Malenoski, 2007). These resources allow the students to make apply concepts and data with experiences that are beyond their classroom and beyond.

Web resources and gaming software “allow students to use background knowledge, make decisions, and see the outcome of their hypotheses” (Pitler, Hubbell, Kuhn, and Malenoski, 2007). The virtual world allows the students to visit or interact with situations, people and/or places that they may never be able to experience any other way. One resource that I plan to use is  Plimoth Plantation's You Are the Historian This resource allows the students to attend the First Thanksgiving (Pitler, Hubbell, Kuhn, and Malenoski, 2007).  Students travel in time and interactively respond to separate myth from truth.

The second web resource is Primary Access provides students with resources to create their own historical movies (Pitler, Hubbell, Kuhn, and Malenoski, 2007). We would be able to bring social studies alive.

The third resource Darwin Pond could be used in my classroom to emphasize the influence of the environment on habitats and animals. Students are able to manipulate the environment and make predictions of how these factors will affect the animal or habitat (Pitler, Hubbell, Kuhn, and Malenoski, 2007).

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/. Section: Constructionism, Learning by Design, and Project-Based Learning.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Pgs 202, 203 ,212,,215.

Virtual Field Trip Clearwater Aquarium

Meet Winter the Dolphin


Concept Mapping Tool to follow along with the adventure of Winter's tail
Lewis Concept map on my class site  Kidspiration
Concept map

Pursuit of Knowledge through Cognitive Theories

Our ultimate goal in teaching should be to guide students in the “task of acquiring and integrating new knowledge. We must be able to help them activate background knowledge and facilitate their process of connecting new information to what they already know”(Pitler, Hubbell, Kuhn, and Malenoski, 2007). Dr. Orey defines this process as “Knowledge Integration: allowing students to connect new information to prior knowledge and building a larger array of information” (Orey, 2007). He also states in Cognitive Learning Theories, that the more a student is able to make personal connections through dual coding and episodic events; the more likely they are to store information long term (Laureate, 2009). In essence, we must provide engaging lessons and experiences that assist in the ability to make connection that network information for life. We must provide opportunities for them to think!

“Cues, questions, and advance organizers focus on enhancing students’ ability to retrieve, use and organize information”(Pitler, Hubbell, Kuhn, and Malenoski, 2007). Trailers for the sequel to our favorite action film can now be downloaded to your palm pilots, Google page, or viewed online 24/7. We all love the excitement and a hint of what is to come. We reflect on how much we admired the heroic characters and danger filled story plot of the last film. Our senses are triggered for adventure and action. We re-live the excitement of the movie by sharing episodic events that are stored in our information network that were dual coded by powerful images, sounds and even fear. Why not create that excitement in your students about the Civil War, volcanoes, gardening, math and great literature? Advertise for what is to come, drop hints and clues on your class blog, with posters, brochures or create your own multi media video trailer.

Dictionary.com defines a question “as a problem for discussion or a matter for investigation”. Good thought provoking questions will enable a student to retrieve what they know and investigate how to add new information. The student will need a plan of action to process new information. The advance organizers are “structures that help students focus their learning by classifying and making sense of new content that is being presented to them” (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Advance organizers assist in the note taking and summarizing step. Concept mapping provides the focus for investigation by using images, essential vocabulary and dual code connections to the pertinent concept or skills. Providing students with the proper tools and skills for note taking and summarizing will enhance their ability to organize and process important necessary information. By engaging or exciting students in the process of investigation and discovery, we will develop long term connections, memories and knowledge that go beyond the big test.

Virtual field trips along with concept mapping can not only provide background knowledge and experiences but also allow students to make personal connections to new information or concepts. These trips create episodic learners that through these experiences are able to dual process or code information. The sounds, images, smells or adrenaline will help the student create a new network or connections to the material. Since many of my students never travel more that thirty miles, their experiences and opportunities are very limited. Virtual field trips will allow them to experience far away lands, diverse cultures, and concepts so they can make personal connections to the materials or concepts being taught. In the video Spotlight on Technology: Virtual Field Trips (Laureate, 2009), students were able to explore one of the greatest tragedies in our history- the assassination of President Abraham Lincoln. The students were able explore and discuss how Booth was able to have access to the president. They were able to observe many artifacts close up. The idea is that all these experiences will create a desire for the students to learn or investigate the concepts further and provide personal ownership to the learning process.



References:

Dictionary.com    http://dictionary.reference.com/browse/question

Laureate, Education, Inc. (Producer). (2009).Cognitive Learning Theories [DVD]. Baltimore, MD: Author

Laureate, Education, Inc. (Producer). (2009). Spotlight on Technology: Virtual Field Trips [DVD]. Baltimore, MD: Author

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/. Section: Cognitive ToolsSection.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Pgs 79, 76,

Reflection Week 2 on Behaviorism

Most of my colleagues agree that technology has enhanced the classroom. Online programs provide positive reinforcement by using immediate feedback and engaging activities. This week's discussion allowed us to share ideas and resources that will only enrich our learning environments. Remember that with a little encouragement from each other and belief in ourselves, we can do great things and achieve much!

"I think I Can" with a Little Encouragement, Effort, Practice and a Touch of Behaviorism

"I think I can, I think I can, I think I can!" This powerful message of self confidence and personal effort from the beloved story, The Little Engine That Could (Piper, 1930), still needs to be taught today. Many of our students feel defeated by what they cannot do and have become so afraid of failure that they do not even want to try. Belief in one’s self plays a vital role in one’s motivation for learning and achievement (Pitler, Hubbell, Kuhn, and Malenoski, 2007). The little engine had never driven over the mountain or carried a heavy load, but was willing to try in order to save the day for the children. “The instructional strategy of reinforcing effort enhances a students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, Hubbell, Kuhn, and Malenoski, 2007).

One the students are taught the importance of effort, they should then take ownership of tracking their own effort and achievements. According to Orey (2001), “shaping behaviorism” strives for small, gradual changes that are rewarded and acknowledged. Currently, I use the Accelerated Reader program (Renaissance Learning 2010) in my classroom. The students read books at various levels and point values and take a computerized test that test reading comprehension with immediate feedback, score on test. Students track their own progress and receive rewards for every 10 points accumulated. I meet with the students bi-weekly to review their progress and discuss strategies for further achievement. The Accelerated Reader program has a class record that allows me to view all test attempted and achieved with associated points achieved. We discuss if reading levels are achievable, reading a variety of genres and strategies for independent reading success. This program rewards effort and achievement. We set goals for each nine weeks and yearly. They also love the incentive to go in the treasure box.

“Homework and practice give students a chance to review and apply what they have learned” (Pitler, Hubbell, Kuhn, and Malenoski, 2007). My class web site provides many opportunities for my students to practice the skills we are currently studying. Class links list practice, research and inquiry sites for students to access at home and at school. The students are also able to communicate with classmates and teachers through blogs and instant messaging. One of our favorite school available sites is Key Skills (2010 Sunburst Technology). This site provides drills and practice in math addition, subtraction, division and multiplication. They are able to track success and are rewarded with electronic stickers. Compass Learning Odyssey (Compass Learning, 2008) is another tool we use to reinforce skills in math and reading. The students are intrigued by the “games” and repetitive drills and instruction. The students are able to track success and reports are also available for the instructor to review and assign. This program also provides a “modeling strategy” that the students are able to observe and practice with immediate feedback and remediation if necessary (Orey, 2001). We also use Brain Pop Jr. to introduce new skills or reinforce them. This program allows the student to complete online quiz following each segment. Our class is divided into small community groups. The groups compete for tokens in Jeopardy as reviews for science and social studies. They are working on team building skills and rewarded for correct answers with team marbles (our class behavior management incentive plan). Practice in all areas will help the students to achieve the desired outcome, behavior or skills needed to succeed.

References:

Brain Pop Jr. http://www.brainpopjr.com/

Compass Learning Odyssey http://compasslearningodyssey.com/

Key Skills http://www.sunburst.com/keyskills/index.htm

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/. Section: Behaviorism.
Piper, Watty. (1930) The Little Engine That Could. New York: The Platt & Munk Co., Inc. http://www.childrensbooksonline.org/Little_Engine_that_Could/pages/07_The_Little_Engine_that_Could.htm

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Pgs 156, 187, 188.