Discussion for 3rd Week - pairing Cognitive Learning Theory w/ Technology

It’s been a long time coming …but the Bills are back!!!

Week 3 Discussion – Scott Tinney

          One of my main objectives in my Computer Technology classroom is to teach my students a concept or process, so they truly understand it, can give an example of it or its use, retain this knowledge, and finally to be able to apply it.  Now, as you know, this is a very ambitious goal and my lesson plans and approach have been revised many times to find the right approach to accomplish this. I believe in setting high expectations, but I can’t expect my students to meet my expectations without a great deal of time spent on set-up and teaching my students how they should approach learning.    

            “Cognitive tools should facilitate the attainment of the learning goals and objectives” (Orey, 2008).  I believe that cognitive learning theory is defined by using multiple and varying approaches to how we present our lesson.  Additionally, I think it is important that students have a repeatable process for learning, one that they have been taught how to use and one that parallels how they “actually” learn.  Having my students know explicitly what is expected of them is crucial for establishing this process.  I think it is a very comfortable feeling to know what to expect and also know that if you follow a certain process you will meet those expectations.  In addition, my students need to have a way to assess their understanding, as it is both a confirmation of what they know and a reassurance that they have learned it.  Finally, my students and I “know” that we have truly learned a concept when they can “teach” someone else the concept and they understand it as well.

          Incorporating various types of technology into my lessons and presentations helps me to use the principles of cognitive learning theory and enhance my students’ experience and interest.  One of my favorite teaching lessons is to assign my students a project called “Teach the Teacher.”  If I am presenting a unit on using Microsoft Excel, I will cover many of the functions of Excel in my presentations of the Excel unit.  When I have finished working with Excel, I will ask the students to explore and try some other functionality using Excel .  Then I assign the “Teach the Teacher” project, where each student will find an Excel function that was not previously used during my Excel unit.  Once they have found a suitable function, they have to become proficient using the function and then prepare to present and teach their function and its abilities to the class and myself.  Each time we do this project, i use various technologies and presentation formats.  For the Excel unit, I had the students create a set of simple, linked web pages using Microsoft FrontPage that I posted for them on our classroom intranet, and had them present their project in front of the class.  The best part of this teaching strategy is that I always learn something new or get a new perspective.  For my students, it enables them to practice some essential skills and they learn much more Excel than they would have in my initial presentation.          

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction, and technology.

Laureate Education, Inc. (Producer). (2010). Program 6a: Transforming the classroom with technology: part 1. [Motion Picture]. Understanding the impact of technology on education, work, and society. Baltimore , MD : Author.

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works.Alexandria: ASCD

Behaiorism In Practice

          Behavior is learned, not innate, so our students must be taught how to behave (Orey, 2010). Many of today’s students are not taught how to behave and what behavior is appropriate, whether they are in school or at home.  Without generalizing too much, I think it would be fair to say that a majority of our students are not raised with or taught how to behave and act appropriately and respectfully.  I associate behavior and expectations as being 2 essential, continual lessons that I must teach to my students, both while in my classroom and throughout my school.  The reason I associate behavior and expectations is that if I expect a student to do something, the student should know exactly what I am asking them to do.  When building a classroom environment, I establish a list of less than 5 rules that every student is expected to abide by.  These rules are posted, I define and explain them, and they are always unwavering.  It takes a lot of set-up time to teach my students what I expect them to do.  I need them to know how things will be presented, the procedures to follow, how to learn and complete the work, and how they will be assessed.  When you know what’s coming, how to proceed, and what’s expected of you, it is a very calming and empowering feeling.  The same can be true for behavior, especially in a classroom.  We can’t just say that the students should follow our rules for how to behave, we must teach them exactly how to behave and not assume that someone taught them beforehand.  i always remember how I learned that assuming is not acceptable.  I was tutoring some 5^th grade Math students, and they were struggling with converting fractions to decimals.  The teacher had assigned them a group of problems, and every one of the students was struggling to complete them.  The fact was that the appendix of the textbook had a conversion chart that was needed to complete the assignment, but none of these students knew where it was in the textbook.  Once I showed them the conversion chart, every student completed the work and answered correctly.  The Math problems themselves weren’t the barrier to the students’ success, the fact was that they didn’t know how to use or find things in their textbooks.  Perhaps sometimes we teach our lesson with blinders on, and overlook the background and buildup needed to really produce positive results and knowledge retention.    

          Positive reinforcement is of primary importance in school, especially when it comes to behavior (Orey, 2010).   Positively reinforcing a student’s effort of a student can be very effective (Pitler, Hubbell, Kuhn, and Malenoski 2007).  We need to tell the students how they will be assessed.  I think it is important to not only assess a lesson at the end with a quiz, but to have the assessment consist of a number of reinforcing milestones or steps.  One way to do this is to have a repeatable routine for learning each lesson or concept.  This can be done by explicitly approaching and presenting the class with a defined goal for that class period, and then by revisiting and assessing if we achieved the goal during the last five minutes.  During the next class the lesson is built on, and we can once again assess if the students understand and can apply it.  I set a class environment that requires and encourages active participation by every student, and try to give lots of positive feedback when a student gives an answer or a perspective.  I post individual achievements on our intranet website, make a big deal about completing a task, give awards for best project, and call parents at home with positive feedback that is specific to their child.  Continual reassurance, reward, and assessment lead to students with confidence, one that not only can define a concept, but can actually apply it.   

           Using homework and practice are not tools that I choose to us.  I prefer to practice and do work only in the classroom.  I try to create projects and hands-on activities that require high and active student participation and involvement.  My 2^nd grader was assigned 40 minutes of homework every school day last year.  From my perspective and observation, the problem with the homework was that the students weren’t taught the lesson in class, and then sent home to practice it more by completing the homework.  Essentially, the homework was a way of extending the school day and presenting more material.  In my house, my daughter had the opportunity to complete and master the homework, but it took time and my daily involvement.  The problem that happens is that only a few of the 2^nd graders completed and understood the homework.  Also, what happens when one or more students “learn” the wrong way to do a problem or the wrong way to write a story?  I think it is much harder to have to “un-learn” how to do something we learned incorrectly, and then learn it the correct way.  I’m not a control freak, but I like to structure the learning in my classroom to achieve student understanding, and I try to avoid having to correct a previous misconception.      

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

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

Behaviorist-Based Class Management Is Very Present in my Classroom

Discussion Week 2

          I just started a new Teaching job in a very low-performing preK-8^th grade Buffalo Public School located in one of the poorest neighborhoods in Buffalo’s inner city.  The atmosphere in the school is wild, unsafe – for Students and Teachers, and chaotic.  The previous Administration was removed last Spring, by the NYS Department of Education for unacceptable academic performance and a lack of discipline.  Before teaching in Buffalo, I never even considered that school could be an unsafe environment to be in, which in my opinion negates the possibility of learning.  I have started over at a different BPS school every year for 4 years now, and once more it will take a extraordinary effort to change the environment in this school, teach the students how to behave properly, make the school a safe haven, earn the students’ trust, and then perhaps start teaching. 

           Behaviorist learning theory is very evident in my classroom, my school, and my district.  The environment in the classroom and the school definitely shapes the behavior Smith (1999).   I will spend the 1^st month of school continually stating my classroom expectations, establishing my boundaries of proper behavior and student responsibility, and working with the parents, my peers, and the administration to demonstrate that the “old way” of being wild will not continue.  In my school, we have started to implement PBIS, a program that promotes and rewards good behavior.   From my experience, there are 2 things that will initially effect if this program establishes a footing -

1.  A complete buy-in and united effort by the entire staff

2.  A reward system that the students actually care about.

The current conditions are very stressful and demanding, and with large class sizes, a lot of new staff, the unsafe environment, and a lack of team planning time, it will be almost impossible to establish the PBIS initiative.  Due to the school’s history and reputation along with a very limited budget, I’m not sure that we can establish a reward system that will be seen as important to the students.  Students behave when they know they are going to be recognized and rewarded for their efforts and good behavior. 

         
          I agree with Dr. Orey that concentrating on reinforcement is much more effective than punishment when it comes to establishing or changing student behavior.  The key to reinforcement is to emphasize appropriate behavior, and to not focus on the punishment of the students that don’t behave correctly. I try to always remain positive and unwavering in my classroom management, and to continually discuss my expectations with my students regarding their behavior. When students know what is expected of them, I think that it promotes a safe and comfortable environment for them to be and participate in.  The real problem in my classroom regarding establishing behavior and reinforcement is that I have to spend so much time correcting inappropriate, dangerous, and negative behavior by quite a few students.  That leaves a group of students that would like to go forward and learn, but unfortunately don’t get my time because they aren’t causing conflict.  Although it hasn’t happened in my classroom yet, if these “good” students get sick of getting no attention and being bored, they may reason that joining the others at least draws attention to them.  We are 6 days in to our school year, and I know many of my student’s names, unfortunately I only really know the names of those students that caused trouble.  Even though I feel bad for my many students who are eager to learn and participate, I can’t go forward and do projects if I haven’t established a safe classroom.  My average class size is 31 7^th and 8^th grade Technology students. 
References:

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

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

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

My Personal Theory of Learning - Universal 09/11

     Even before I decided to be a Teacher, I had a knack for being able to explain something, whether it was complicated or simple, to any anyone.  I know how to listen and read people, and can adjust my presentation to any audience.  When I was employed as an Engineer and IT Professional, this seemingly unique skill was identified as especially valuable to my employers and I advanced rapidly.  As a Teacher, it may not lead to rapid promotion, but I can see how developing this skill can benefit my students.  Basically, my theory of learning is that we can all learn or have the ability to learn, but we have to know how we best learn in order to achieve that. 

     By identifying my audience on an individual basis with my students, I can assist each student to look at how they really learn.  A student can experiment with learning a concept using various mediums and learning styles, and then assess which style works best for her.  Now, this process is difficult for most students at first, because as we all know we best learn by listening to rhetorical lectures, taking notes, completing homework problems, and taking tests.  After 11 or 12 years of school using the traditional lecture format, we students are comfortable with this way of learning, even though many of us don’t actually learn well or retain information using this system.    

My theory is rather simple really, though implementing it is rather labor intensive for me. 

Basically, over a few consecutive classes I take a singular concept and present it or goal is to foster my students to find and know how they best learn, and then set high expectations to expand their abilities.  In order to accomplish this, I create an intranet web portal for each one of my 3 double classes. I use these portals to supplement and act as the classroom, with a student accessible, repeatable process and format for presenting each lesson. Prior to accessing the classroom portal, I teach the students how to determine what type of learner they are, such as a Video/Visual type learner.  Once each individual student has identified their preferred learning style, I then instruct them on how to access and find information on the classroom-specific web portal.  From that point forward, I will teach a new concept one way, and I will post my presentation on the class portal as I taught it and also using at least 4 supplementary types of learning styles.  I only teach it one way, but then each student can access the lesson on the classroom portal and pair it with their preferred learning style and find the concept presented in a “friendly” way.

make it available using a number of different ways that are connected to a specific learning style.  So initially, I try to break them of their dependence of their boring and

mindless following of the traditional lecture-only learning model.  Next, I show one concept repeatedly, but in a number of different ways, each way based on a variety of learning styles.  It is important to teach students that there are other ways of learning available to them, but in order to identify their best personal learning style they need to reflect and assess each separate learning style individually.  I never assume that students have prior knowledge, nor do I set them up for failure.  It takes a concerted effort over a number of classes to accomplish this goal of identifying each student’s best way of learning.  I set expectations for this process with my students, and make sure they understand explicitly what we are trying to accomplish.  Many of my students find this process to be very enlightening and empowering.  Personally, when I see or assess a proverbial light go on above a student’s head and they make improvement, it is very satisfying.  Repeatedly, I have witnessed how empowering it is for someone to go from struggling and average in school, to really understanding a concept, retaining that knowledge, and then even being able to apply it. 

     I have a straight-forward approach to helping students’ find their best learning style and creating a learning environment for achieving this in my classroom.  My primary