Social Learning in Practice (and VoiceThread)

Social Learning in Practice (and VoiceThread)

What is social learning? How do we use it to help our students achieve more?

Social learning fits right in with last week’s post about Constructionism. Social learning according to Dr. Orey (2010a) is when students are actively engaged in learning.   With social learning students work together, collaboratively, to complete a project.

There are many ways to do this. Many teachers have group projects they do in class.  Each person in the group has a title or job that they must do in order for the project to be successful.  Now we bring these projects to the 21st century. We add computers and the internet.

Students can use many online resources and work collaboratively on a project.  Wikis, blogs, and websites just to name a few.  A few examples mentioned in Using Technology with Classroom Instruction that Works (2007) are having students create a video, become part of the JASON project, make or follow a webquest, make a website, or use a simulation game.  Each of these examples allows students to work with other students, either in the classroom or across the world. These students work together in order to complete a project.

I think it is important for us, teachers and parents, to remember that the jobs our students and children will be doing in twenty years, do not exist today.  We are preparing our youth for a future we are not sure about. One of the best ways to help prepare our youth is to give them the opportunities that are available.

Many companies use a form of social learning and social collaboration.  This saves time and money for a company. A worker in Japan can communicate and collaborate with a worker in New York. This can be done in live time or on their own time.  In 2008 workforce.com published an article about how corporations were going to e-learning because of cost and the ability to reach a wide range of employees.  Today we have all watched the commercials that endorse people to work at home. They are all business attire up top, then the camera scrolls down; they are in pajamas and slippers.

Many fortune 500 companies take advantage of social media. Fifty-eight percent of fortune 500 companies have a Facebook page (Kramer, 2012).  “35 percent of the top 100 Fortune 500 companies have a corporate blog compared to 14 percent of those Fortune 500 companies in the bottom 300-500 of the category. Hmmm, top companies devoting more attention to their corporate blogs than those in the bottom of the pack—no surprise to us” (Kramer, 2012).  Our students are going to have to know how to use a blog, how to use social media and how to collaborate with one another in order to be successful.

As George Siemens (2010b) states, the lessons we are teaching need to be practical.  They need to apply to what students are learning.  Don’t use technology just for technology’s sake (Pitler, Hubble, Kuhn, & Malenoski, 2007). Students need the real world application when they are using technology. An example might be a Wiki. A student could make a Wiki with a group, just to make a Wiki; however, it would be more beneficial if the students are applying what they have learned from class.  Tie in a reading, math, science, or social studies lesson.  It also is very beneficial to help students see how using a Wiki will be usable in the future.  This might be easier for high school students. Explaining to them that many companies use a form of internet based collaboration.

When people think of Social Learning or Social Networking many people think of Facebook or MySpace.  These are applications that many companies have taken advantage of.  Some teachers, schools, classrooms have Facebook pages. They are used to communicate with parents, students, and the community.  I personally use Facebook a lot with my job with Special Olympics. Special Olympics has taken Facebook and turned it into the main form of communication between coaches, employees, and staff members.  

There are fears with using social media.  The biggest paper in Montana, Billings Gazette, published an article this week about how cyber criminals are using social media sights to gain personal information.  The cyber criminal will send a bogus friend request with a malicious link (Associated Press, 2012), people then click on the link and are taken to a site where they are asked to fill out information.  

After my principal read my blog and listened to my class VoiceThread she reminded me of the Billings Gazette article. It was one more reason to be cautions of social networking. She can see the good in social media/social networking; however, she is trepidations about using it in the school.  Facebook has not played a positive role in our school this year.

This brings me to my VoiceThread. VoiceThread is new to me.  VoiceThread is a way for people to communicate with others. Please take a minute to watch this VIDEO to help you understand VoiceThread.  (Click on the word VIDEO)

I was asked to make a VoiceThread for my graduate class. I was asked to “think of a need, problem, or situation you are confronted with in your classroom or school today.”  The  need I feel my school needs is more education about social networking/social media. Please take a minute (or two) and listen to my VoiceThread. I would love your feedback.

VOICETHREAD- Social Media

How do you use Social Learning and Social Networking, safely, in your personal and professional life?

references

Associated Press (2012, June 1). Cyber criminals using new tricks for break-ins. Billings

            Gazette­. Retrieved from http://billingsgazette.com/news/national/cyber-criminals-using-

new-tricks-for-break-ins/article_e1b7f999-895b-576b-807c-0ee150c9b344.html

Karmer, Shelly (2012, May 28). How fortune 500 companies use social media. V3 integrated

            marketing. Retrieved from http://www.v3im.com/2012/05/how-fortune-500-companies-    use-social-media/#axzz1wmkjMciu

Kranz, Gary (2008, February 26). E-learning hits its stride. Workforce. Retrieved from

            http://www.workforce.com/article/20080226/NEWS02/302269994

Laureate Education, Inc. (Executive Producer). (2010a). [Webcast]. Social learning theories. 

            Baltimore: Laureate Media.

Laureate Education, Inc. (Executive Producer). (2010b). [Webcast]. Connectivism as a learning

            theory. Baltimore: Laureate Media.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

            instruction that works. Alexandria, VA: ASCD.

Constructivism and Constructionism AND technology!

This week in my graduate class, Learning Theory, Instruction and Technology, I learned about Constructivism and Constructionism. These are theories I was aware of; however, I did not know the correct terminology.  

According to my resources this week they are defined as:

Constructivism:
Dr. Orey (2010) says it is, “A theory of knowledge stating that each individual actively constructs his/her own meaning.”
Innovative Learning (2011) states, “The basic premise of constructivist theories is that people create their own meaning through experience.”

Constructionism:Dr. Orey (2010) says it is, “A theory of learning that states people learn best when they build an external artifact or something they can share with others.” He also states that, “You need to have a firsthand experience to understand things.”
According to AnnMarie Thurmond Constructionism is “Constructionism is based on two different interpretations of "construction." It is grounded in the idea that people learn by actively constructing new knowledge, rather than by having information "poured" into their heads. Moreover, constructionism asserts that people learn with particular effectiveness when they are engaged in "constructing" personally meaningful artifacts (such as computer programs, animations, or robots).”

So, how to use these in the classroom AND add technology? The resources I read this week, including our text book ,Technology with classroom instruction that works, use examples with a computer. PowerPoint is a popular way to use technology and have students give an “hands-on” approach. Students can take whatever topic is being taught and turn it into a Powerpoint project. The students MUST BE the ones doing the “making.” This is the constructionism part. Students make the project and then present it to the class.

Another popular way to use these theories is to use Excel. Excel is popular with science and math. Students do research, collect data, and then report the outcomes/answers to an audience.  Excel could be adapted to reading or a language arts subject. I have some of my students graph their work/scores; they do not share this with the class.  Excel has multiple uses and could easily be adapted to any subject or project.

I was thinking of ways to have students interact with one another while learning. They could be doing both constructivism and constructionism. They could use Google Docs. Students could collaborate with others, use other people’s points of view and promote dialogue with others. They could have a project a spreadsheet or a written document.  Each student could do a part of the project and then present as a group.  A Wiki could be done the same way. Students collaborate and learn by doing.  

I ask you a question. How would you use constructivism and constructionism WITH technologies, in your classroom? I would love to hear your ideas.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and

            constructivist  learning theories.  Baltimore: Laureate Media.

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

            instruction that works. Alexandria, VA: ASCD.

Richard, C. (2011) Innovative Learning: Constructivist Theories of Learning.

Retrieved from http://www.innovativelearning.com/educational_psychology/constructivism/
index.htm

Thurmond, A. (1999). Seymour Papert & constructionism. Retrieved from

            http://online.sfsu.edu/~foreman/itec800/finalprojects/annmariethurmond/home.html

Cognitive Learning Theory, Teaching, and Special Olympics

This week I have been thinking of Cognitive Learning in many different ways/forms. I currently am the Local Program Coordinator for my area Special Olympics. We are at State Games this week! IT IS AWESOME! I could go on forever about how amazing Special Olympics is, but, that is off topic!

Relating back to Cognitive Learning Theory  (CLT , for short):

When I teach Special Education (SpEd) or coach Special Olympics (S.O.) I use many components of CLT. According to Dr. Orey (Laureate Education, 2010a) the CLT components are:

·         Limited short term memory/working memory

·         Elaborations

·         Dual coding hypothesis

·         Network model of memory

Each of these components play a part in teaching and coaching. Let me briefly explain how I use each.

Limited short term memory/working memory- I teach in short bursts of small instruction. I give no more than three instructions/directions at a time. For some of my students three is much too many. I give one direction, wait until it is completed, then give another one.  In SpEd and S.O. students struggle when processing information, it takes them longer to take in the information. Teaching only one instruction at a time is extremely helpful.

Elaborations – This is the trickiest part of my job. How do I make the short term turn into long term? I try to use an episodic approach. I want students to relate to the information and be able to recall it. If we are leaning about dogs  I want students to think of their own dog. This in turn will help them remember information from the lesson.  

In S.O. Athletes have a lot of fun! During practice they may not want to work as hard as they can. I am able to say, “Remember when you won the gold medal last year? Do you remember how you felt? That is why we practice hard. We want to get another gold medal.” I am drawing on other memories to help students and Athletes make a connection to the lesson.

Dual coding hypothesis – In teaching I do this all the time. I love having a SMARTboard in my classroom. During a lesson I try to find something else that relates to the lesson.  I will bring up pictures and videos every chance I get. Students will not only read or hear about the topic, they will be seeing a picture to help them remember the lesson.

I also like to use physical objects as much as possible. In the beginning of the year I taught a lesson about beaches. I brought in coconuts to help students understand the lesson more in-depth. It was a success! Nine months later my students are still talking about beaches, islands, and coconuts.

In S.O. I might be teaching a running event. I want the Athletes to use proper form. Most of them do not know what this is, I have to teach it. I use a jump rope around the waste, stand in front of the Athlete and have them “pull” on the jump rope as the walk. They are now practicing correct movement with their whole body while walking. This walk will turn into a run. Students are using more than one multiple intelligence to learn how to run. They are seeing, feeling, hearing, vocalizing, and internalizing what is happening. They are dual coding while learning how to run in correct form.

Network model of memory-  In teaching I try to use connections to other events in order to help students remember the topic. I listed some examples above. How things are connected helps students move ideas from short term memory to long term memory.  Like we have discussed in the past discussions and posts, everyone’s brain works differently, sometimes the wires are connected in a logical order, other times they are not. Each student learns differently and as teachers, we need to find ways to help students connect to the information.

When I am working with S.O. Athletes I also try to use memories to help Athletes be more successful. I have been the coach of this team for five years. I have records of each competition. I know how fast they ran, how far they threw and the score of the game. I keep them from year to year. Athletes and parents alike like to see the progression from year to year. Just today I had an Athlete who threw SEVEN meters farther this year than last year! That is amazing. Her health is better this year and she worked harder. She wanted to improve. As I stated above I talk to my Athletes about why they practice and what it means to them. This helps get the memories from short term to long term.

Thank you for taking time to read my blog. I appreciate you following my work.

How do you relate cognitive learning theory to your classroom? Your teaching? Your home life? Your coaching?

References:

Laureate Education, Inc. (Executive Producer). (2010a). [Webcast]. Cognitive learning theories.

                Baltimore: Laureate Media.

http://www.specialolympics.org/coach_resources.aspx

Just something to check out this week, for Montana State Special Olympics – THIS WEEK!

http://www.facebook.com/#!/specialolympicsmontana

www.somt.org

http://cmrareaso.blogspot.com/

http://prudyjotechsped.blogspot.com/p/special-olympics-information.html

Behaviorism and Homework

Behaviorism and homework

In my class this week I was asked to correlate instructional strategies (Reinforcing Effort and Homework and Practice) and behaviorism.  First I will define the strategies and behaviorism.

Reinforcing Effort is an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).

Homework and Practice is an instructional strategy that “give(s) students a chance to review and apply what they have learned” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).

Behaviorism is a school of psychology that believes behaviors can be measured, trained, and changed (McLeod, S., 2007).  The type of behaviorism most are familiar with is Operant Conditioning, when learning occurs through reward and punishment. This type of behaviorism happens in most schools.

When most people think of behaviorism, they think of Pavlov and his salivating dogs.  This was classic conditioning, where a natural response is paired with a behavior.  I will not be talking about classic conditioning in this post. I will be addressing operant conditioning.

When we put behaviorism together with the instructional strategies, it says “school!” When most people think of school they think of a place of learning. Students go to school, they are taught daily lessons. They are taught manners, social skills, and how to get along with others. Students’ behaviors are reinforced with rewards or punishments. Then students go home and have homework. The day starts again tomorrow.

Even teachers who are not a behaviorist or believe in the theory of behaviorism, have some kind of behaviorist philosophy in their classroom, a sticker chart, a card pulling system, a clip that moves depending on how the student acts during the day. Many teachers also give homework or some kind of “drill and practice.” These all have roots of behaviorism. Teachers are trying to reinforce a desired behavior or change one that is not desired.

Personally, I have sticker charts in my classroom. I see great success with students. I use them with special education students grades PreK-6. Once the sticker chart is full (20 boxes) the students pick out a prize from the prize book.  In the beginning of the year, I do have a few students who are, “too cool” for the charts, however, once they see how excited the other students are about the charts, others fall right in.

I do not take away stickers. If a student is doing a behavior that is not desired I may reinforce another student by giving a sticker. Example Johnny is playing with his pencil and not doing his work. Jeff is working hard. I would say, “Jeff, I like the way you are working hard. Thank you for following directions and trying your best. Please put a sticker on your chart.” I have found great success with this kind of approach. 

I also have to say that many of my students are on Behavior Plans with their IEP.  I am able to address many students’ needs with this kind of response.  Other students, not just Johnny, get back on task. They want a sticker on their chart.

I have noticed that the sticker charts have improved the learning of some students.  They do their work correctly and as a result grades have gone up and/or  there behavior has improved, so they are more focused an attentive during lessons, which shows in their class/homework.

Homework is a touchy subject with me. I used to be all about homework! It has to be done; there is not enough time in the day to get it all done.  Homework goes home, it comes back. I grade it and assign more the next day. This does not work with my students and their families.  Do not get me wrong, some of my students have fantastic parents and help their children in every way possible.  However, do not have help with homework. I have a few students whose parents do their homework for them. I have homework done by parents a lot. I have even had mad parents call me and tell me their child was in special education and they were not supposed to have homework. I have to chuckle, I am the SpEd teacher. I gave the homework.

I have built homework into my scheduled time. I try hard to make sure that my students do not have homework. When students are in 4^th, 5^th, and 6^th grade it is much harder to not have homework.  They do have some; however I try hard to make sure that students have plenty of time in class to do work.

At our last staff meeting we were presented with research on how homework is not helping our students succeed. This information was very impressive. It also had different reactions among staff. Some filed with relieve and other outraged at the thought of not sending homework.

When we have meetings about students who are failing, we brainstorm what we can do. Many of them are failing because of homework –They do not do it.  It is interesting to be in our planning/brainstorming meetings. We, teachers, definitely have sides; those of us who are anti-homework and those of us who are pro homework.

Overall, behaviorism is very prevalent in schools.  Almost every teacher uses some form of behavior theory in their classroom.  How do you use it in your room?

Resources:

Cherry, K. (2012). What is behaviorism? Education Psychology. Retrieved from 

                http://psychology.about.com/od/behavioralpsychology/f/behaviorism.htm

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

                Baltimore: Laureate Media.

McLeod, S. (2007). Behaviorism. Simple Psychology. Retrieved from

                http://www.simplypsychology.org/behaviorism.html

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

                instruction that works. Alexandria, VA: ASCD.

A new class for a new summer!

EDUC-6711I-4,Bridg Lrng Thry, Instr & Tech

Hello Everyone!

I am glad to be blogging again. The last few weeks have been super crazy busy with mid-terms, new students, Special Olympics, and life!

I am starting my summer semester through Walden University. I am super excited and a year away from graduation.
Check out the Walden hyperlink!