Redirection and Reflection of My Personal Theory of Learning

My main redirection is to create a student centered and focused classroom. I will immediately begin to ask what the students can do. I also want my classroom to become more inquiry oriented. I plan to have my students enhance their understanding of content by generating and testing hypotheses throughout all content areas. The students will accomplish this by utilizing cooperative learning groups and rubrics to guide and direct their inquiries (Pitler, Hubbell, Kuhn, and Malenoski, 2007). I will also provide more opportunities for the students to create the class PowerPoint Presentations. According to Dr. Orey, learning technology tools are most effective when they are student generated. Allow the students to interact with the whiteboards and limit the lecture style presentations. He also recommends using images in place of text to provide visual and mental imaging (Laureate, 2009). I will also use media such as Discovery Learning to provide background knowledge and allow the students to produce their own movies. .

Two new technology tools that I plan to use are MovieMaker and VoiceThreads. MovieMaker will allow my students to use Discovery Learning images and digital photos to create digital movies. These movies can easily be made from PowerPoints and narrated by the students. Students can also download music to enhance their projects free of charge with sites such as Free play music . Spotlight on Technology introduced us to VoiceThreads. “It is picture slide show that holds images, documents and videos and allows various users to comment using computer microphone, telephone, text, audio file (MP3/WAV), and webcam ”(Laureate, 2009). This technology tool will also allow students to interact with classroom all across the world. Both of these tools provide opportunities for students to engage and create, thus internalizing and taking ownership of the content that is learned.

One long goal would be to become more a constructionist facilitator than a behaviorist awarder. By providing more opportunities to create projects with technology, I will curb the restless or disruptive behaviors. Students will become more excited and engaged about content and standards. We will use sites such as Know It All , Compass Learning Odyssey and Our Timelines for interactive activities on our interactive whiteboards.

A second long time goal is to implement more investigative activities such as Plimoth Org and Darwin . These sites help students distinguish fact from fiction and develop prediction skills. They also assist in expanding decision making skills by modifying or manipulating the environment with various variables. Students can also use Excel Spreadsheets to practice math and manipulate or discover graphical patterns in everyday life. These goals can only be achieved in small increments and achievements. This classroom will require more prep time and teaching student procedure and responsibility from the first day of school.

References:
Laureate, Education, Inc. (Producer). (2009). Spotlight on Technology: VoiceThread
[DVD]. Baltimore, MD: Author

Laureate, Education, Inc. (Producer). (2009). Technology: Instructional Tool vs. Learning Tool [DVD]. Baltimore, MD: Author

Moviemaker http://www.microsoft.com/education/teachers/guides/windows_movie_maker.aspx?WT.mc_id=moviemakerguide_google

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Pgs 202, 141

Connectivism and Social Learning in Practice

In Social Learning Theories, Dr. Orey defines social learning as “students engaged with other students with items or projects that they are constructing together” (Laureate, 2009). This theory allows students or learner to begin to apply the knowledge that they are learning. Dr. Orey also states that these collaborative or networking practices can enhance students’ problem solving skills and build their confidence as they learn together. Cooperative learning is an instructional strategy that allows or provides opportunities for students to interact with each other in groups in ways that enhance or strengthen their learning (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Students can work together to brainstorm, plan strategies of discovery or apply new concepts through projects and inquiry. Cooperative learning groups provide a safe, small learning community to ask questions and build confidence in problem solving.

Jigsaw strategy, as explained by Dr. Orey in Social Learning Theories, creates a cooperative learning group that work together to teach other (Laureate, 2009). Students are divided into two groups. The first group is their base or home group. The second group is the expert group. The expert group researches and studies one aspect of their project and returns to home base as the knowledgeable being. The expert then teaches his home base about his field of study. The group can apply this new information along with their area of expertise. This strategy builds confidence and develops team building skills and interdependence. Students have assigned roles and responsibilities. A cooperative learning group rubric can guide the students through the project. Rubrics can be created for the collaborative group and/or the project with rubistar.4teachers.org . This helps to define the task that are required and the level of expectations.

The Web provides access to experts in every field and instructions to complete any and all projects. Web resources have expanded from being a research tool to a collaborative learning environment (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Students are able to work and collaborate with other students all other the world. Wikis, blogs and Voicethreads allow students the ability to develop ideas and content without ever coming together. Skype and chat rooms allow students the ability to discuss or brainstorm ideas together with no geographical boundaries.

Keypals are electronic pen pals for the purpose of educational projects. ePALS is the world’s largest K-12 learning environment network. According to their web site they are the “leading provider of safe collaborative technology for schools to connect and learn in a protected, project-based learning network. With classrooms in 200 countries and territories, ePals makes it easy to connect learners locally, nationally or internationally”. Education World, a teacher resource web site, provides a list of sites for creating free student emails and other pen pal sites. These resources will enable the students to develop into 21st century global learners.

“Collaborative Organizing allows students and teachers to collaborate over the Web by logging on to sites that allow them to share and edit calendars, bookmark and share Web links, and create online learning communities” (Pitler, Hubbell, Kuhn, and Malenoski, 2007). Currently we use our class web site to bookmark files, link, pictures and our current blog topics. The students are able to access this site on and off campus. The bookmarks can be saved and archived; thus saving the teacher many hours of preparations. Bookmarking allows the students the ability to access the appropriate sites and allowing more time for collaborative production of the project.

Cooperative learning strategy provides the opportunities for social learning. Students are actively engaged with other students, locally or globally, to construct or build projects, ideas and human relationships. Social networking allows students to become more knowledgeable, build confidence, and develop problem solving skills(Laureate, 2009).  Cooperative learning groups of two- pair sharing verbally or through small web based groups are the building blocks of social networking for the 21st century learner and employee.

References:

Laureate, Education, Inc. (Producer). (2009). Connectivism as a Learning Theory [DVD]. Baltimore, MD: Author

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

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD. Pgs 139, 140, 141, 149.