This class has reaffirmed that my personal learning theory is relevant and explains how my students learn. My personal theory of how my students learn is a combination of constructionist and social learning theories. Orey describes constructionist learning theory as, “a building learning process in which students understand and store information” (Laureate Education, Inc., 2010). Learning is never fully accomplished and it is a process students must go through in order to master a concept. Students must be continuous introduced to the concept they are trying to master in a variety of different settings. The second aspect of my personal learning theory is composed of the social learning theory. Orey explains that the social learning theory focuses on, “conversation, collaboration, and how it affects the learning process” (Laureate Education, Inc., 2010). Collaboration is a great learning tool to increase student understanding. Students can share ideas with each other and build upon each group member’s ideas.
Constructionist and social learning theory practices are evident in my everyday instructional planning and practices in my classroom. At the beginning of each unit of study I provide my students with the unit’s essential question or questions and the academic standards we will be covering. This provides students with the framework to build the background knowledge they need to master the concepts and eventually the overall unit. Technology is introduced as a way to enhance student learning. Collaboration is used as a tool in creating all of my classrooms lessons and activities. Students work in groups several times a week. Students can share ideas with one another and ultimate try out the ones they will think will work the best to solve the problem.
The technology tools I use with my students:
This class has shown me all the benefits technology has on my students learning. I need to enhance my everyday lessons and activities with technology as much as possible. I need to spend more time online researching ways to receive grants to increase my student’s use of technology at our school. As a result of this class I have been introduced to several new technology tools that I can use to increase my students learning and understanding. I plan on trying these new technologies out with my students throughout the remainder of this school year.
1. Advance organizers and concept maps:
One technology tool that I will increase my student’s use of in my classroom is advance organizers and concept maps. Orey (2001) explains concept mapping tools, “as tools that replicate the network model of memory” (Laureate Education, Inc,). Currently I do have my students use concept maps to organize their notes when we begin a new topic. Their concept maps will be a visual representation of their notes and what they learned from previous lessons. Students currently complete their concept maps at their desks using paper and pencil. I want to have students complete their rough drafts of their concept maps on paper and pencil and then complete their final version of their concept map on the computer. This will increase students 21stBy creating a concept map students will be incorporating Palvio’s dual coding hypothesis. Students will have the information stored as an image and the text that goes along with the image. Students have a higher chance of retaining that information and storing it in their long term memory because they have an image and text to recall. Students will remember the information or concept when it comes time for them to take the test. Orey (2001) determined that, “When students are allowed to play the role of developer/designer, students tend to perform at a higher level that even their teacher felt possible” (p. 6). century skills and allow them to easily make changes and add items to their concept maps as we progress throughout the unit.
2. Voice Thread:
Another technology tool that I would like to try out with my students is Voice Thread. Before this class I had never heard of Voice Thread, but after trying it out I learned that it very user friendly and can easily be integrated into my classroom. Voice Thread implements aspects of the social learning theory. Orey (2010) describes social learning theory as, “a theory in which students are actively engaged in constructing artifacts and conversing with others” (Laureate Education, Inc.). When students collaborate and work together they are able to socialize with each other. Students get to discuss and bounce ideas off one another. They will decide together if their thoughts and ideas are valid or not. Student’s confidences will be built as they encourage each other’s ideas. Orey (2010) explains that “teaching others helps the learner develop a deeper understanding of the concept” (Laureate Education, Inc.). Instead of having my students create PowerPoint presentations as the artifact of their cooperative learning activities, I will have them create Voice Threads instead. It will take some more time at the beginning having students listen to and follow along with the tutorials in order to learn the how the program works. I know my students will catch on fast and like the challenge of using a new program to complete their artifacts with.
Long-term goals:
I would like to transform all of the major 7th grade science units that I teach to include a student-centered project over the next two years. I will closely collaborate with the other two seventh grade science to develop a central learning question in which the whole unit can focus around. Students will be given the central question at the beginning of the unit and will use the remainder of the unit to discover and answer that question. Students will spend time researching and discovering the knowledge needed to master that unit concept. My job as the teacher will be a facilitator rather than the disturber of the knowledge. I want the majority of each unit to be technology based. I need to spend time introducing my students to all of the new technology devices and programs I was introduced to throughout this class. This can be accomplished throughout our Enrichment period throughout the year. I can assign students practice projects to introduce them to the new technologies and allow them time to practice in a more relaxed environment where they do receive a grade a project only written and verbal feedback. This way when they complete a project using one of the new technology tools we will not have to spend class time learning how to use the technology tool.
Another long term goal I would to accomplish to enhance my student’s learning is at least write one grant per school year in order to get more technology in my classroom. I can easily talk with other teachers in my building and use their experience of grant writing in my favor to help me with writing my own grants. I will hold a discussion with my students and ask them what technologies they think we need in my classroom to enhance their science education. Based on their suggestions I will spend time researching and applying for grants. Hopefully by applying for grants I can develop relationships with technology companies and gain access to more technology devices or resources for my classroom.
References
Laureate, Education, Inc. (Producer). (2007). Instructional Theory vs. Learning Theory [DVD]. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010). “Social Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
