Cognitivism in Practice

Cues, questions, and advanced organizers are among the tools and strategies that teachers use to set the stage for learning.  These tools create a framework that helps students focus on what they are about to learn.  Asking questions and prompting students' replies with cues are strategies that come naturally to most teachers.  Like questions, advance organizers are also commonly used to help set the stage for instruction.  Graphic organizers show how new ideas or concepts relate, providing students with a visual framework for acquiring and organizing new information.  Teachers want the time spent planning and teaching to generate the most effective and sustained learning.  By implementing the recommendations below focused on cues, questions, and advance organizers teachers can gain from research and maximize effort.

Effective summarizing leads to an increase in student learning.  Helping students recognize how information is structured will help them summarize what they read or hear.  Note taking is a related strategy that teachers use to support student learning.  Teachers can prompt students to review and refine their notes, particularly when it is time to prepare for an exam, write a research paper, or other summative assessment of learning.  By deliberately teaching the skills of summarizing and note taking, teachers provide students with a stronger foundation for learning by employing research-based strategies. 

The Cognitive Learning Theory explains why the brain is the most incredible network of information processing and interpretation in the body as we learn things.  Using various strategies such as “cues, questions, and advanced organizers” and “summarizing and note taking”, incorporates the ideas from the cognitive learning theory by stimulating the brain to think/learn in different ways.

Concept mapping is a tool used to represent relationships between ideas, images, or words.  Concept mapping is a way to develop logical thinking and develop study skills.  Virtual field trips create episodic memories.  They allow the opportunity to “go” where you physically cannot.  It’s a way to “witness” history and engage in critical thinking activities.  Both of these exciting technology tools incorporate the ideas of the cognitive learning theory and feed into how students’ brains work/learn best.

Behaviorism in Practice

“Reinforcing Effort” and “Homework and Practice”

Although research on learning tends to focus on instructional strategies related to subject matter, students' beliefs and attitudes have a significant effect on their success or failure in school.  Reinforcing effort strategies address students' attitudes and beliefs.  Most students are not aware of the importance of believing that their level of effort is related to their achievement.  When students are rewarded or praised for achieving specific goals, their level of achievement is higher. 

Homework and practice are related, connected by the context when students are learning on their own and applying new knowledge.  Homework and practice both provide opportunities for students practice, review, and apply knowledge.  It also enhances a student's ability to reach a level of expected proficiency for a skill or concept.  Research referenced from our resources indicated students need to practice a skill 24 times to reach 80% competency, with the first four practices yielding the greatest effect.  Research on homework indicates that it should be approached not as an afterthought to the school day, but as a focused strategy for increasing understanding.  Practice means students are engaged in applying new learning, often repeatedly. The goal of practice is for students to get as close to mastery as possible.

These instructional strategies portray the behaviorist learning theory because with “reinforcing effort” one is reinforcing desirable behavior by rewards and praise and with “homework and practice” one is repeatedly practices desirable behaviors and thus being successful.

References

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Behaviorist learning theory. Baltimore: Author.

Smith, K. (1999). The behaviorist orientation to learning. In The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-behavourist.htm

Reflection

This course has taught me many new technology skills that I will be able to use as an educator in my classroom.  My view on what 21^st-century skills are has been enlightened to a new level.  I have learned that 21^st-century skills mean information literacy, critical thinking, problem solving, communication skills, teamwork and collaboration, information technology, leadership, creativity and innovative thinking, life-long learning, self-direction, professionalism, ethics, and social responsibility.  Before this course, I had very minimal knowledge about blogs and had no knowledge about wikis and podcasts.  Not only did I learn about these technology tools, but I learned how to integrate them into my classroom.  By using these new technology tools, the kids will be more engaged and more prepared for society.  This course has also taught me to think differently when planning lessons.  This course and technology has deepened my knowledge of the teaching process and learning process.  As a teacher, it is important for me to see my lessons and my classroom as learner-centered rather than teacher-centered.  How the kids are learning is so important for teachers to understand.  In order to expand my knowledge of learning, teaching, and leading with technology in order to expand student achievement, I will implement everything that I have learned, stay current with technology tools/skills, and promise to provide my students with the technological learning environment that they deserve in this 21^st-century world.  Two long-term goals for myself include: Developing a classroom blog for the students and parents to interact with and really implementing the 21^st-century skills listed above into my daily lessons.

Podcast Assignment: Profiling the Students of Today

Click the link below to hear my latest podcast!

http://linzobrien9.podomatic.com/entry/2011-07-31T09_38_21-07_00

1st Attempt @ Podcasting

http://linzobrien9.podomatic.com/entry/2011-07-24T09_00_42-07_00

21st-Century Skills

Partnership for 21^st-Century Skills Website

www.p21.org

P21 is a national organization that advocates for 21st century readiness for every student.  This organization believes that critical thinking and problem solving, communication, collaboration, and creativity and innovation are key skills for the 21^st-century.  I agree with the beliefs and ideas of this website and feel that they are similar to what Dr. Thornburg and Dr. Dede believe.  I especially liked the layout of the framework for 21^st-century skills.  The framework consists of core subjects, 21^st-century content, learning and thinking skills, information and communications technology, life skills, and 21^st-century assessments.   There are various online tools, resources, and links for 21^st-century skills.  I was disappointed to see that Georgia was not listed under their state initiatives.  Overall, it’s a great informative website for 21^st-century skills.

Blogs in the Classroom

After creating a blog, I needed to figure out how I would utilize a blog in my classroom.  My blog will focus on 1st grade and will incorporate all subject areas.  I plan to use my blog as my classroom website.  The blog will serve the purpose of communication between myself and my students' families.  On this blog I will include a calendar of events, homework calendar, various links to other educational websites/games, classwork from our class, pictures from fun activities that we've done, and other helpful tips/information needed for parents and familes.  I would teach my students how to access our class blog, so that they would be able to interact with it from home with the help from their parents.  This would make it fun for the kids.  They could go on our blog and write comments about lessons/activities they liked or comment on class photos.  I also feel that by utilizing a class blog, the parent support/interaction would increase.  Parents would have the opportunity to look at what we're doing at school.  Parents would be able to see hall displays and class bulletin boards with just a click of the mouse.  Also, by having a class blog, students are more likely to be more motivated to want to increase their technology skills.  I could easily incorporate our class blog into technology lessons to spark their interest.  Making learning more realistic with our class blog will increase engagement and learning.  I believe that a blog is a good tool for instructional context because it will increase engagement while teaching students various technology skills needed for learning and real-world situations.