Walden University—EDUC 6713—Week Seven Reflective Essay—GAME Plan—Final Blog Post

Thinking about their own thinking is not always a natural process for all learners.  In fact, this process can actually be quite messy and daunting when preformed without a helpful and useful framework.  Many learners will constantly reflect on their given situation; however, the GAME plan described by Cennamo, Ross, and Ertmer (2009) can help each individual learn to identify certain parameters that can guide this process and create a more successful learning situation tailored to meet the needs of each student.

In fact, this plan has helped me to not only identify my own educational needs, but also the areas in which these needs can help me to grow and flourish as a professional.  I was able to specifically tailor my own learning so that it addressed my current teaching style and overall context.  I focused on two primary areas that I deemed to be in need of a change or perhaps just in need of further professional ideas to be added to my bank of knowledge.  Student reflection via means of collaboration and creativity was my first area of focus, followed by the encouragement of others as well as myself to grow in the area of technology integration.

From my specific GAME plan I learned that student reflection in Kindergarten is not only possible and can be successful, but it is also an essential step in the learning process of these young learners.  In other words, these students are already constantly reflecting and revising their vision and conceptual understanding of the world around them.  By providing my students with an outlet for these reflections I was pleasantly surprised by the beneficial outcomes which were to follow.  I found that group collaboration and reflection seems to work best with the age group as they need consistent modeling and demonstrations.  Furthermore, follow-up sessions which allowed them to orally communicate their thoughts also worked well for learners who had not yet made the transition from a non-writer to an actual writer.  These sessions also seemed to spark new creative ideas which were developed as a result of group efforts.  Finally, I learned that reflection can be especially successful when paired with collaboration.  Yes, two heads are better than one and when you place 22 heads together the results are compelling!

Within the area of professional growth I learned that I am actually more confident in my abilities than I had previously thought.  The more I use technology in my own classroom the easier and more successful it becomes.  While I am by no means a pro I have found that with time and stories of success, others are more willing to jump on board.  Yes, change is hard on the mind at times, but change can also be beneficial and at times make things more effective and efficient.  In other words, by doing the beginning work and working out the majority of the kinks, I have found my colleagues to be more likely to show interest and even take on the initiative to seek out their own change.  This is shocking for me, as I have always struggled to convince others who are set in their ways.  While it is still a struggle, I can now see at least some specks of light starting to pop through the darkness of the technology integration tunnel which has loomed within the classrooms of many educators who are scared of the change.

This GAME plan has been fairly successful.  I am confident that I will continue to use this plan in the future as it has been a great way for me to organize my thoughts.  On that same note, I am hopeful that in the future I will do a better job of actually writing these thoughts down.  This is a primary step within the monitoring phase that was somewhat cumbersome for me.  I am not going to use the excuse that I did not have enough time to write my thoughts down throughout the process on a consistent basis; I just believe I had a hard time remembering to take the time to perform this self-reflecting task.  However, since I learned that this task is an essential step in the learning process for my students, then it must also be an essential step in my learning process; not only as a self-educator, but as a successful role model for the learners within my classroom.  Therefore, I plan on using times for reflection more often, not only for myself, but also for my students as they follow the GAME plan process.

Finally, in regards to technology I plan on adding the technology in which I was exposed to within this course to my bank of instructional tools.  Problem-based learning is not only something that I do as an educator in order to increase my professional knowledge, but also something that I do in my everyday life.  Therefore, this is an essential form of learning that I will continue to practice within my own classroom; it is authentic and immediately relevant to the learners as they will be able to take these skills with them to be used throughout their own lives.  Furthermore, social networking, online collaboration, and digital storytelling are all tools that can be used outside of the educational setting.  However, their ability to impact learning within the educational setting is even more astonishing as I have learned by developing their use within my own classroom.  I am eager to continue their use and observe the success that will naturally transpire!

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Walden University--EDUC 6713--Week 4 Application

To provide a recap for myself as well as my readers; the goals I have selected for my GAME plan fall under two primary categories.  The first category is the encouragement of learner reflection and the second category is to engage in professional development while also encouraging and motivating other individuals to grow in the area of technology integration.  While both of these categories seem applicable and meaningful by themselves, I believe that by combing my learning from each I will increase my effectiveness and understanding to an even greater level. 

So far, I have found both of these categories to be well-worth my investigation time.  If I had to place myself on a progress timeline I would place myself deep within the Action stage.  However, it seems that the stages within the GAME plan seem to overlap and merge with each other.  In other words, my progress within the Action stage has led me into the Monitoring stage as well.  In fact, as I acquire new information I am constantly reflecting on how that learning relates to my current context and future. 

Cennamo, Ross, and Ertmer (2009) emphasize the crucial importance of monitoring your learning, as this is a crucial component in successful self-directed learning.  The primary tool I have used during this stage is a reflection journal.  I do not have a tablet and handheld digital device; therefore, much of my monitoring and reflection can be found within the pages of regular paper notebook.  However, if I had such a device I think it may help me to organize my learning more effectively.  Plus, I could use a recordable device in order to verbalize my own thoughts or the thoughts of other interested individuals.    

            Within my notebook you will find information on both goals.  I have talked with fellow educators and have received some fairly sound advice.  In regards to student reflection the favorite idea I have come across is to have a “Wrap it up!” session at the end of each lesson.  These sessions could help my students to evaluate their own understanding in regards to a number of standards and goals required within my district Guaranteed and Viable Curriculum documents (Laramie County School District 1, 2011). 

During this time students take a quick 5 minutes to write down their thoughts about the learning.  This is also their time to write down any questions they may have in regards to the content.  From this point the teacher can select from a variety of sharing options; there can be a class sharing session, a peer/small group sharing session, or the teacher can simply take their writing and read it at a later time.  This reflection can also be considered a form of student self-assessment, which is a critical stepping stone towards self-initiated learning (Laureate Education, Inc., 2010).

            On the other hand, I was recently given the opportunity to work on encouraging and motivating other individuals to grow in the area of technology.  This opportunity has come to me in the form of a student teacher with whom I will be working with next fall.  Yes, I know this is only one person with whom I can potentially influence, but it is a good start.  Therefore, from here I think I need to modify my action plan to reflect the needs of a new teacher in regards to technology integration.  Not only do I plan on using the content and learning I am able to attain via my own education, but I also plan to expand upon this content and create a repertoire of knowledge that can be shared with my mentee. 

            Finally, the main question that has arisen from my learning thus far is, “How do I know when I have enough information?”  It seems to me that there is so much to learn in regards to both of my goals.  I am having a hard time deciding on a stopping point.  I guess the key aspect to remember is not to overwhelm myself and provide myself with time to not just graze the surface for a vast amount of information, but to dive deep into a few selected resources that can really help me to develop a deeper understanding and appreciation for the knowledge acquired within the attainment of both of my goals. 

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

Laramie County School District 1.  (2011).  Grade kindergarten GVC 2011-2012.  Retrieved from http://gvc.www.laramie1.org/modules/locker/files/group_files.phtml?gid=1749089&parent=13847822&sessionid=b91b3fad577d9b89464d37148bb3ec21

Laureate Education, Inc.  (Executive Producer). (2010).  Program three. Assessing student learning [Webcast]. Integrating technology across the content areas.   Baltimore, MD: Author.

Walden University--EDUC 6713--Week 3 Application

After reviewing my GAME plan it seems that my goals fall under to two broad categories; the first category being the encouragement of learner reflection and the second category being my own ability to engage in professional development while also encouraging and motivating other individuals to grow in the area of technology integration.  While both of these categories are different they actually will require many of the same resources.

In order to encourage student reflection I will need to use technology to research alternative methods for engaging even young students as they attempt to reflect upon their learning.  I will need access to a variety of forms of informative material, such as digital or even printed resources.  I may also need to interact with other colleagues who have successfully implemented this reflection within their own classroom.  Finally, I could attempt to receive expert opinions from college professors within my area or accessibly via the Internet.  Furthermore, there may also be professional readings which I could check out from our local library or buy from our local bookstore that will assist me in my venture to identify with successful means for using student reflection within the classroom.

Similar to the student reflection goal, I believe that the professional development goal will also require outside resources.  I will need to check with our local college in order to identify experts within the realm of technology integration.  Hopefully, I will be able to set up a time to chat with these individuals or at least exchange emails with them.  Furthermore, I will need to access credible material provided by professional organizations.  This could be done via the Internet or professional publications.  Finally, I may also be able to find information from other teachers within my district who can provide me with technology integration tips that work well within the context of our personal educational settings.

Therefore, the additional information that I will need in order to further my GAME plan will be centered on retrieving and identifying resources which may be critical to my growth within each goal.  As of right now I believe that I am still within the Action step of my GAME plan.  The next step will be for me to monitor my learning as I attempt to implement some of the information I retrieve during my research.  This monitoring will be a crucial step in my self-directed learning as it will require me to constantly reflect on my learning and how it relates to my current context and future (Cennamo, Ross, & Ertmer, 2009).  During this time I plan on using a reflective journal to document my thoughts, observations, and ideas.  Finally, I will need to evaluate the meaning of the learning and how it directly relates to my professional and personal environment.  Furthermore, this step will allow me to identify where I am at as a professional and where I want to go!   

References

 Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

               

Walden University--EDUC 6713--Week 2 Application

Week Two Application— Developing Your Personal GAME Plan

Developing a GAME plan is an essential step towards pursuing my own personal need to become an effective and efficient self-directed learner.  While learning how to use technology is generally a self-directed task; an appropriately designed and purposely implemented GAME plan can help increase the amount of learning that can ensue from that task.  Furthermore, this plan encourages the learner to take on the role of being a metacognitive thinker and apply their learning to the context.  In fact, the components of the GAME plan align almost perfectly with the mindset of metacognitive learner as they think about their own thinking and process the implications of their own ideas and thoughts.

            The first step in the GAME plan is to set goals for learning (Cennamo, Ross, & Ertmer, 2009).  In the case I have decided to set my own personal goals that will help me to increase my awareness and capabilities to meet the National Education Standards for Teachers which have been determined by the International Society for Technology in Education (2008).  These standards and indicators have been created to help educators to engage students and improve learning by enriching their professional practice and the learning environments of their students.  All of these standards personally hold much potential to strengthen my professional traits.  However, there are some in which I feel more comfortable and some in which I feel the need for personal growth.

            The indicators in which I have decided to focus on for the developments of my GAME plan fall under two different standards.  The first falls under the standard of facilitating and inspiring student learning and creativity.  The following indicator encourages the teacher to promote student reflection using collaborative tools to reveal and clarify students’ conceptual understanding and thinking, planning, and creative processes (International Society for Technology in Education, 2008).  Student reflection is not something I find myself pushing for too often at the Kindergarten level.  However, I think I forget that even at a young age children are still capable of reflecting upon their own learning.  This reflection may need to be modified to meet the capacity and extent to which a younger student can complete this process.  Therefore, my first goal is to determine how technology can help me to provide meaningful reflection time for my young learners.  Furthermore, I would like to indentify the correlation between this reflection and the content standards in which I must focus upon within the guaranteed and viable curriculum of my district (Laramie County School District 1, 2011).

            The second indicator which I have decided to focus on within my GAME plan falls under the standard of engaging in my own professional growth and leadership (ISTE, 2008).  I decided to focus upon this goal due to the difficulty I have had in the past with fellow educators who just seem so stuck in their own ways with little to no willingness to change and be open to new and different possibilities.  While I wish to be a leader within my profession and pave the path for others, this job is definitely easier said than done.  However, by focusing on the following indicator within my GAME plan I am hopeful that I will be able to ease this difficulty.  The following indicator prompts the educator to contribute to the effectiveness, vitality, and self-renewal of the teaching profession and of their school and community.  Therefore, my second goal is to identify means for encouraging and promoting the growth of others as well as myself within the area of technology integration within the classroom.  More specifically, I am hopeful that I will be able to make others take note of what kind of learning is possible when you successfully include digital tools and resources within your classroom.

            The next step in the GAME plan is to plan a course of action that I will follow in order to meet these goals.  During this step of the plan it is essential to locate information by using a variety of methods (Cennamo, Ross, & Ertmer, 2009).  My first and most obvious source of information to achieve these goals will come from the time I spend interacting with my fellow classmates within this course.  My blog will provide me with a means for this communication.  However, I also plan on using outside resources, such as searching the web and looking for professional websites that may provide me with authentic information on this topic.  There may also be experts which I can locate and email in order to receive additional feedback on the topic.  Finally, I plan on talking with my colleagues and fellow teachers within my district.  I will meet with my instructional facilitator and ask for her insight as well as other teachers who may seem to have already effectively implemented technology within their own classroom.   

            While I am taking action I will also begin the next step in the GAME plan.  As I collect information I will also simultaneously monitor my learning.  Sample questions I may ask myself during the monitoring stage are provided by Cennamo, Ross, and Ertmer (2009); “Is my plan working?  Am I finding the information I need?  If I am unable to answer yes to either of these questions, then I may need to redesign or construct my mode for collecting information.  In fact, during this stage I must constantly reflect on my learning and how that learning relates to my current context and future.  During this time I plan on keeping a journal to organize my thoughts and learning as well as a concrete area for self-reflection.

            Finally, this self-reflection will lead me into the final stage of the GAME plan, evaluating my learning (Cennamo, Ross, & Ertmer, 2009).  If I have not successfully met my goals I will obviously need to restructure my plan and attempt a different plan of attack.  However, if I have met my goals or partially met my goals, then I will need to formulate a plan to extend my learning.  In other words, I will need to apply my learning within the context of my personal situation and circumstances.  Furthermore, I will need to plan for the extension of this learning into my future professional actions.  In fact, having this knowledge in the future is an aspect that many successful teachers posses as they integrate these digital tools within their own classrooms (Laureate Education, Inc., 2010).   Finally, it is essential to share my learning with others in hopes of not only helping myself, but also others who are interested in the application of technology within their own classroom.

References

Cennamo, K., Ross, J. & Ertmer, P. (2009). Technology integration for meaningful classroom use: A standards-based approach. (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cengage Learning.

International Society for Technology in Education. (2008). National education standards for teachers (NETS-T). Retrieved from http://www.iste.org/Libraries/PDFs/NETS_for_Teachers_2008_EN.sflb.ashx

Laramie County School District 1.  (2011).  Grade kindergarten GVC 2011-2012.  Retrieved from http://gvc.www.laramie1.org/modules/locker/files/group_files.phtml?gid=1749089&parent=13847822&sessionid=b91b3fad577d9b89464d37148bb3ec21

Laureate Education, Inc.  (Executive Producer). (2010).  Program three.  Enriching content area learning experiences with technology [Webcast]. Integrating technology across the content areas.   Baltimore, MD: Author.

Walden University—EDUC 6711 Final Blog Reflection—Personal Theory of Learning and Future Implications

This course has helped me to mesh the use of educational technologies with theories of learning; it has allowed me to discover not only the importance of technology, but also the importance of creating opportunities which support the conjunction of technology and current learning theories in order to differentiate student instruction.  After reviewing my “Personal Theory of Learning” and reflecting upon my own learning from this course I have been reaffirmed on the importance of using not only one learning theory, instructional strategy, or form of technology (Schwartz, 2011).  In other words, students are very different and bring a great array of learning styles; therefore, as a teacher I must be prepared to provide opportunities which supply a variety of forms to acquire new knowledge.

I still believe I use the behaviorist, cognitivist, and at times the constructivist approach to learning.  Each theory provides a different perspective.  In fact, each theory uses different entities to engage the learner, but all seem to encourage active learning (Laureate, 2011).  While one theory may work well for one child, that same theory may not be the best option for another.  Furthermore, while one theory may work well for one content area, that same theory may not work well in another content area.  Therefore, it is important for the teacher to remain flexible.  While most educators have a tendency to teach in accordance to their own preferred learning style, it is important to take the time to evaluate the effectiveness of that style in conjunction with you current student population and the differences they may bring to the table.

Therefore, as an educator I plan on using this advice in my own practice.  For example, the social learning theory has never been one of my personal favorites.  In other words, it is difficult for me to learn using this theory.  Unpleasant and ineffective learning opportunities that were centered on this theory have left a bad taste in my mouth as a learner.  Therefore, as a teacher I tend to avoid this theory within my own practice.  However, this course has helped me to see the value of this theory in relation to some of my learners.  In fact, this theory even supports the gradual release of responsibility that I hold of value within my own classroom.  In other words, this theory can provide this gradual release through social interactions and active engagement (Orey, 2001).  Therefore, I plan on beginning to incorporate this theory on a more routine basis within my classroom.

Furthermore, technology can assist me in the development of this active engagement and social interaction within my classroom.  I definitely plan on using voice thread applications more often.  The two I have used over the duration of this course were a definite hit with my learners.  Not only were they a captivating form for providing information, but they also allowed my learners to interact with the information and provide their own input via comments.  This in turn provided my students with a sense of ownership over the information and a development of pride in their own thoughts and input.

Another, technological tool which I can see myself implementing on a more routine basis would be the use of my interactive board for more than a simple instructional tool.  I want my interactive board to become just that, “interactive.”  In other words, I want my students to feel comfortable using the board to construct their own knowledge and develop further skills.  In turn, they will not only be acquiring academic skills in relation to the content, but they will also be acquiring 21^st century life skills as they learn to interact with their surroundings and use them to their advantage.  Consequently, as a teacher I believe I have developed a repertoire of instructional skills that will not only support the academic development of my learners, but also their development of life skills which they will be able to take with them and use even after they leave my room.

Therefore, setting two long-term goals seems like an effective means for assuring my future use of these new tools and others which will not only benefit my learners, but also my own instructional practice.  First of all, I would like to continue the use of technology tools as learning tools and not simply instructional tools.  In order to achieve this feat I will begin by logging and reflecting on my use of technology.  I will describe this use on a weekly basis, mark the effectiveness of each tool, and finally reflect on the benefits.  This will help me to determine the ability for each apparatus to be viewed as a learning tool or just an instructional tool.

Finally, I would like to continue to learn about more opportunities for using technology to enhance learning.  Prior to this course I had never experienced or used the voice thread apparatus.  Therefore, I am sure there are plenty of more apparatuses which I have yet to encounter that may enhance the learning in my classroom.  In order to achieve this goal I will continue my venture with Walden as well as taking the initiative to self-educate.  In other words, I plan on signing up for technology classes that may not be required, but are provided by my district.  Furthermore, I will inquire about seminars that may be provided with our local community college.  This institution may be able to provide me with ideas for using local technology tools, which are specific to my location and can be used within my classroom.  Ultimately, I plan on continuing with my current instructional technique, but modifying my use of technology and different instructional approaches in order to enhance all learning.  In other words, there is no need for me to reinvent the wheel; instead, I must simply remain flexible and willing to change in order to benefit my student population. 

References

Laureate Education, Inc. (Producer). (2011). Program three: Instructional theory vs. learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

Schwartz, A. (2011).  EDUC 6711—Week One Application—Defining Your Personal Theory of Learning.  Unpublished manuscript, Walden University.

Week 5--VoiceThread--EDUC 6711--Walden University

During Week 5 of my EDUC6711 Walden University Course we were required to produce a VoiceThread.  The following is a link to the VoiceThread I created:  http://voicethread.com/share/2482114/.

EDUC 6711--Walden University--Week 5 Application--Connectivism and Social Learning in Practice

There are many strategies that can be implemented when attempting to use the constructivist approach.  The resources outlined this week focus on the ability to apply communication and socializing into this theory.  Social constructivism revolves around the gradual release of responsibility through social interactions (Orey, 2001).  This theory, while not as prevalent in the past is beginning to grow and become more and more used in classrooms around our nation.  Unfortunately, many educators are still weary of the change and continue to cling on to old practices which feel safe yet may not be as effective.

Personally, I am beginning to use social learning in my own classroom on a more regular and even typical basis.  Like many others I was afraid of allowing my learners to take control of their own learning.  Plus, when you add the social aspect of this theory into the picture the noise level is bound to increase.  However, with all the benefits which I have not only researched, but also observed it is hard not to succumb and at least begin this adventure into untraveled instructional techniques and I am more than happy that I have begun this journey.

Cooperative learning, a form of social learning (Laureate, 2011) is the main strategy I am currently trying to embark on within my classroom.  Letting go and allowing my Kindergarteners to become the social beings they were born to be has actually been a blessing in my classroom.  However, if I would have attempted this technique during my first year of teaching I don’t think I would have had the same results.  The combination of my own teaching experience and knowledge gained on this theory has allowed me to use this technique on a more consistent basis. 

My favorite strategy this year is the “Turn and Talk” method.  After encountering teachable moments within my room, I will allow a couple of my students to share with the whole class and discuss their thoughts in relation to the learning.   Obviously, there is not enough time in a day for the whole class to share after each moment (and if you have ever taught Kindergarten you would know that they are all eager share); therefore, I give all the students an opportunity to turn and talk to their neighbor about the current topic.  I found the main key to this strategy being effective in my room and tolerable in regards to noise level is to have them use whisper voice (obviously this take much practice and modeling at the beginning of the year).

While cooperative learning is becoming more and more prevalent within my classroom, there are still many social strategies that I have yet to embark upon within my own room.  Connectivism was a new theory to me.  However, this theory seems to make perfect sense in relation to our society this day and age.  Defined, this theory emphasizes the importance of acquiring information and knowledge which is directly important to the current context (Orey, 2001).  In other words, learners should be using their current situations to acquire the most up-to-date knowledge and content via making connection with others.  Unfortunately, this content is not always defined by standards and preset curriculum.  However, as an educator I can see the importance of this theory, but wish I had more support and knowledge regarding the use of such a powerful tool.  Until then I definitely plan on using some of my prior knowledge regarding social networking sites, wikis, and blogs to play off of this theory.    

Ultimately, social learning theories may begin to become more main stream in our classrooms around the nation, especially as technology and networking continue to grow.  Technology allows all individuals to connect and learn from each other on a easier basis.  With this said it seems essential for educators to present children with the opportunity to interact with these tools and develop social cooperation skills so that they may be better prepared for the future (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Hopefully, our government will begin to also realize the importance of this trait in our learners and how it relates to standardized testing and educational accountability.  Until this is done it will be harder for educators to justify the importance of learning via social interactions within their classrooms and learning environments.

For all you visual learners, here is a link to a video in regards to the social learning theory:  http://www.youtube.com/watch?v=H-IJzoE4Xls.  It will also provide you with some more background and historical content in realtion to this theory which I have not discussed in my post.  Please feel free to also navigate into the other social learning videos which are also provided on this site.

Resources

Social Learning Theory [Video podcast].  (2011).  Retrieved from the YouTube   website:  http://www.youtube.com/watch?v=H-IJzoE4Xls

Laureate Education, Inc. (Producer). (2011). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

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

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

EDUC 6711--Walden University--Week 4 Application--Constructivism in Practice

There were several learning strategies provided by the resources this week which I found informative and valuable.  Many of these strategies meshed well with the constructivist learning philosophy.  This philosophy relies upon the indication that we all have our own unique base of knowledge which is created by on our own unique experiences (Laureate, 2011).  Therefore, the strategies presented this week were centered on the idea of having the learner construct an artifact, product, or design.  Accordingly, the learner would also be constructing knowledge; making assimilations, accommodations, and/or modifying their overall schema during this process.  Therefore, the learner is actively engaged in the learning process and responsible for a great deal of his or her own learning. 

Ultimately, this approach to learning seems extremely beneficial for a variety of learners.  There are many areas of intelligence or preferences which can be met when an educator decides to use this philosophy.  In fact the constructionism learning theory which is directly linked to this philosophy recognizes the importance of allowing learners to have immediate hands-on experiences with content.  These experiences are needed in order for the learner to thoroughly understand and make use of new knowledge.  In fact, this approach learning can provide a learner the opportunity to learn from to visual cues, social interactions, audio representation, and even self-inquiry.

Learning by design and project based learning are the first strategies that I will highlight in regards to their correlation with the constructivist learning philosophy.  Although these two strategies seem very similar, they are not exact replicas.  The main difference seems to be the end result.  During the learning by design strategy the learner is left with an actual artifact, but during the project base learning strategy the leaner may be left with a product, project, or simply an experience.  Furthermore, project based learning seems to encourage a sustained amount of cooperation over an extended amount of time (Orey, 2001). 

However, both of the strategies encourage constructionism as they allow the leaner to interact with the content, confront any misconceptions, and construct new meaningful knowledge.    Furthermore, the learners are provided with reflection time, which allows them to reactivate new knowledge and hopefully increase the retention rate for this learning (Orey, 2001).  Finally, both strategies seem to increase motivation as they are related to student interests and have the potential to create meaningful experiences.

Next, I evaluated the use of problem based learning in which leaners actively resolve complex problems in realistic situations (Orey, 2001).  It is extremely important that the student takes ownership of the problem.  In other words, if you provide the learner with a problem which is completely irrelevant to their life, then the actual learning will probably not be as powerful.  Finally, the student is allowed to find a solution and create evidence which supports their finding.  The nice thing about this is that the student is able to take any avenue as long as the can support their finding.  In other words, there is more than one answer. 

In fact, the problem based learning theory fits well with the idea of student generating and testing their own hypotheses.  In other words, creating a hypothesis does not have to be solely for science experiments (Pitler, Hubbell, Kuhn, & Malenoski, 2007); it can actually be linked into any part of the curriculum given the correct framework.  For example, students can actively find solutions to a variety of topics in a variety of contents, including math, social studies, health, and even current events.  Accordingly, problem based learning is structured around the construction of data to resolve or make sense out of a meaningful investigation.

Ultimately, I believe the most important aspect of constructionism to remember is that learner is to actively construct knowledge in their mind.  This is not intended to be a passive process in which the knowledge is simply transmitted from teacher to student (Orey, 2001).  Instead, the student receives knowledge by physically creating their own artifact.  This artifact and the process can then be reflected upon by the learner at a later date.  In my mind, this part of the process seems to provide the most meaningful portion of the learning.  Not only is the learner actively constructing their own knowledge during the creation process, but they are also left with a physical creation or experience which can be used to reflect upon and activate the new learning at a later date.

The following is a link to a video which provides an example of the differences between a traditional classroom and a constructivist classroom: http://www.youtube.com/watch?v=lEsGHVdVkMw&feature=related.  While this video is a little extreme I still believe it did a good job of emphasizing the redundancy and ineffective strategies which can be common in many traditional classrooms.   Please enjoy, I know I did!      

Resources

Contructivist vs. Traditional Classroom [Video podcast].  (2011).  Retrieved from the YouTube website:  http://www.youtube.com/watch?v=lEsGHVdVkMw&feature=related

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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

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

EDUC 6711--Walden University--Week 3 Application--Cognitivism in Practice

         During the completion of the requirements for this week in my Walden University course I was provided with many ideas and strategies that involve the cognitive learning theory.   However, many of the instructional strategies described this week can already be located within my classroom.  This is very reassuring as I begin to analyze the importance of these strategies.  It seems as if the majority of these strategies help learners to begin to think about their thinking.  At first the may seem a little strange, as adults this is something usually comes naturally.  Children, on the other hand may need assistance with this concept and the strategies provided this week help them to actually visualize their own thinking and analyze new situations or information

In fact, the majority of these strategies encourage the use of cognitive tools, which allows students to encounter new ideas, relate those ideas to prior knowledge, and then contruct new information or understanding (Orey, 2001).  Furthermore, when these strategies are combined with the use of technology even greater amounts of self-reflection and information processing can occur.  According to Orey (2001) thse cognitive technologies help learners move past the limitations of their own minds.

The instructional strategy that I currently find beneficial within my own classroom is the use of cues, questions, and organizers.  Kindergarteners respond well to these strategies.  Not only do these strategies provide them with an avenue for organizing their thoughts, but they also give them a starting point and help them to feel successful.  The following is clip I found to help illustrate the use of an organizer with the cognitive learning theory:  http://www.youtube.com/watch?v=xmfVOaPnIls (Carnighan, 2011).  Furthermore, as a teacher I can use questioning to encourage critical thinking (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Finally, these questions can give my students a clear sense of my expectations for their learning.

The next instructional strategy that I have decided to focus on is the ability for students to track their own learning by summarizing and note taking.  Unfortuately, I do not use this strategy to often with my Kindergarteners.  However, I was provided with some ideas to modify this strategy and make it beneficial for use with a younger audience.  For example, I could provide my studetns with teacher prepared notes that are age appropriate.  Furthermore, I could replace big sets of information with one word or phrase (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  I could definitely see myself using this strategy during our reading time as we attempt to create understanding and make connections.

Finally, my favorite instuctional strategies which were proposed during the instruction this week were the use of virtual field trips and concept maps.  I was pleasantly surprised by te deep connections my children were able to construct during our virtual field trip to a chocolate factory.  When coupled with a concept map these connections were strengthened.  Furthermore, concept maps can allow students to organize their own learning (Novak, 2008).  Our concept map allowed my students to take the information from this trip and visually make sense of their understanding. 

Ultimately, this week refreshed my ability to use certain strategies within my classroom.  I was also encourage to use further strategies.  Not only will these techniques help my students to understand their thinking, but they will also help me to identify with my own thinking and information processing.  While the cognitive learning theory is defenitely present within my classroom, it is very helpful to be provided with tools for recognizing this theory and creating visuals to even observe it in practice.

References

Carnighan, D.  (Producer).  (2011).  A lesson in cognitivism [Video podcast].  YouTube.  Retrieved from http://www.youtube.com/watch?v=xmfVOaPnIls

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site:  http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

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

     

EDUC 6711--Walden University--Week 2 Application--Behaviorism in Practice

          It has been very refreshing to begin this course by reviewing not only instructional strategies, but also learning theories.  While I was exposed to a variety of these tactics during my undergraduate research, it is nice to be given the opportunity to take a look at them from a different angle.  As a teacher, with 6 years of experience I can know compare my own experiences with the strategies discussed in the resources from this week.  Furthermore, I have been able to examine these same tactics and their ability to correlate with the integration of technology into my own classroom setting. 

          This week featured two key instructional strategies, reinforcing effort and homework and practice.  Currently I use both of these strategies as an educator.  However, it has been awhile since I actually evaluated the effectiveness of these strategies.  My favorite of the two would have to be reinforcing effort.  This strategy emphasizes the correlation between success and personal effort; which I personally hold near and dear to my heart as I am fully aware of the success that may ensue given the right amount of effort.

          As a Kindergarten teacher I constantly am reinforcing the effort of my children which in turn gives them the confidence to keep trying even when they are not successful.  On a daily basis I inform my children that I am only expecting their best; so if they do their best and still are unable to read a certain word, write a simple sentence, or even complete an assignment in a given amount of time, that’s “ok” with me as long as they did their best.  The last thing I would want at this delicate age of development would be to discourage any of my children from trying simply based on the fear of failure. 

          In fact, this specific instructional strategy correlates very well with the behaviorist learning theory.  According to Smith (1999), positive reinforcement is a key when attempting to implement a behaviorist approach due in part to the ability for a teacher to control environmental stimuli when using this strategy.  In other words, what one learns can be highly determined by the reaction of others.  If a child receives reinforcement in regards to the effort that he or she has puts forth, then the likelihood for that effort to be repeated is greater.

          The second instructional strategy featured in the resources this week was homework and practice.  When I was a 5^th grade teacher I distributed greater amounts of homework than I do now as a Kindergarten teacher.  However, I still give my students plenty of time to practice new skills.  This practice time may not always be directly incorporated at home, but is definitely encouraged.  At this age it is hard to find that line between how much time should be used to practice skills at home and the amount of time that is developmentally appropriate.  In other words, some children are simply not developmentally ready to take on such responsibilities at home.

          However, I have found that they are capable of taking on these responsibilities when given in small, manageable quantities.  Furthermore, when I do use homework I find myself using the behaviorist theory to encourage active participation and eliminate the act of not completing the work.  This is done by either providing positive reinforcement for those who return their work or some form of punishment, such as staying in at recess for those who do not complete their homework. 

          In regards to technology, I use many Web Resources to help reinforce learning.  Furthermore, I believe that these resources seem to follow the expectations of the behavioristic approach to learning.  For example, I may use games, interactive stimulations, and other forms of multimedia which in turn help shape learning by either rewarding appropriate behaviors or providing a means for the extinction of unwanted behaviors.  All of these tools provide children with additional practice which reinforces the primary learning within the classroom environment (Pitler, Hubbell, Kuhn, & Malenoski, 2007). 

          Ultimately, it seems as if behaviorism definitely has a place within my classroom.  While I do not rely solely on this theory, I do find myself using it during a variety of experiences.  I think it is important to provide children with an environment that sets them up for success.  The behaviorist learning theory can help educators to not only achieve learning within their classroom, but also achieve the development of appropriate life skills within their students.

          If the previous information is still a little fuzzy, please feel free to visit this wonderfully informative site: http://www.education.com/reference/article/behaviorism/ (Daly, 2011).  It may help you to develop your own consensus regarding the use of behaviorism in the classroom.  After all, we are all individuals with different perspectives and outlooks.  It definitely helps to have more than one resource. 

References

Daly, E.  (2011).  Behviorism.  Education.com.  Retrieved from http://www.education.com/reference/article/behaviorism/

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

EDUC 6710—Walden University—Final Blog Posting

              As this course comes to a close I sit here pondering the implications that my newly acquired learning will have on my own teaching.  This course has helped open my eyes to many great possibilities.  I now feel confident in my own ability to incorporate new and cutting-edge technologies into my teaching.  Does this mean I need to be an expert at using all the technologies I will face in the coming years?  No, but I do need to have an open-mind and willingness to change; after all change is something that can either make or break us.  If I choose to be pro-active and foster current technological tools in my classroom, then I must also be willing to take a step back and become the learner.  In other words, my success in the future is dependent upon my ability to adapt to whatever the future may hold.  I can no longer be afraid of the unknown; fortunately, I will have students who can not only lead their own learning, but also teach me as well.  This is part of the transformation that seems necessary for a classroom to convert into a successful 21^st century learning environment. 

Personally, this course has brought me in the right direction.  I now feel as if I have the knowledge and correct mindset to enter this 21^st century classroom with the correct tools and framework.  I no longer feel anxious while attempting the use of new technological tools within my classroom.  Ultimately, this course has helped me to change my role as a teacher.  I now feel as if discovery will be a big component in my classroom.  I have developed plenty of technological skills along the way, but know that I still have a lot to learn and discover.  Therefore, my students and I will travel down the technological 21^st century learning path together.  

This path will force us to face many instructional components which I now feel are extremely important to the learning process.  I will attempt to expose my students to more opportunities for learning.  Instead of being the sole proprietor of information, I will facilitate the learning through activities that not only encourage the use of technology, but also the use of communication, creativity, collaboration, and problem-solving.  These learning components will not only help my students to be successful in their future learning endeavors, but also in life in general.

Obviously, I will no longer need to be the center of attention at all times.  By exposing my students to the previous learning components I will be preparing them to take ownership of their own learning.  In other words, I will be teaching students how to find an answer, instead of just providing them with an answer.  Given the elements of the information age, this shift in learning is an effective trait to possess in our society (Richardson, 2010).  Furthermore, as a teacher I will no longer have to pretend like I know the answer to everything; instead I will be able to demonstrate the means for finding an answer, which will also be an opportunity to model appropriate use of the plentiful amount of resources which are currently available.

  Although I will be facilitating the learning of my students, I will also need to keep abreast on all the current pedagogical philosophies so that I may continue to expand my own knowledge base.  Student achievement can be increases with the use of 21^st century skills and technology, but in order for that to happen I must remain active in my own use of these skills and tools.  It is not enough to simply have technology in my classroom.  Instead, I must use the technology that is present to do different things which will encourage higher amounts of student learning and progression.  In order to stay up-to-date I will continue to face reality and become a learner right along with my students.  In other words, it is no longer acceptable for any educator to hide behind the excuse, “I don’t know how to do that.” or “I have never done that.”  If we are to expect our students to tackle these new forms of knowledge, then we must be willing to as well.

Therefore, it now seems impeccable for me to set goals to help ensure my own success as an educator in the future.  Within the next two years I would like to increase the amount of technology that is available to my students during the school day.  Based on my class and school demographic profiles, it is obvious that many of our students already have access to technology outside of school.  Therefore, I would like to increase the amount of technology that is available during the school day to be at the very least equal to their time spent with technology at home.  In order to accomplish this goal I will need to look into educational grants and possibly rally the support of political leaders within my area.  This seems like an enormous goal, but as one person I can at least do my part to get the ball rolling.

Another goal I have is to use the technology in my room to do different things and incorporate the use of mindtools.  I feel as if I have already mastered the art of using technology to do things differently.  Now I need to step out of my comfort zone and proceed into higher areas of use; areas where critical thinking skills will be fostered and developed.  In order to accomplish this goal I must be willing to incorporate 21^st century skills in my classroom and take chances with new forms of technology. 

After reviewing the checklist I completed during Week 1 of this course I did notice a few changes in my answers.  Under the “In my teaching practice I…” category, I checked that I rarely design instructional activities requiring student collaboration to accomplish a joint task.  Now that I realize the importance of collaboration in the acquisition of 21^st century skills, I am not feeling more and more comfortable allowing my students set times to work together and co-construct an answer or solve a problem.  Also, under the “As a teacher leader at my school, I…” category, I have definitely bumped up my ability to seek out other professionals, especially in the larger community, with whom I share best practices and build a personal learning community to further my own professional growth.  This was done by simply becoming familiar with the use of blogs, wikis, and podcasts during the duration of this course. 

Although, I feel as if I am moving in the right direction, I know that there is still plenty to learn.  It is now my job to use the knowledge I have acquired and apply it to my specific teaching situation.  Furthermore, I realize that I no longer have to know everything.  Answers to my questions are simply a click away and when I collaborate with other educators I will not only be helping myself, but also my students.    

References

Richardson, W. (2010). Blogs, wikis, podcasts, and other powerful web tools for classrooms (3rd ed.). Thousand Oaks, CA: Corwin.