Constructivism in Practice –Week 4

Since I am a high school science teacher, formulating hypotheses, drawing conclusions, and providing support for a stance taken, is the norm within my classroom. I try to utilize data collection tools such as motion sensors, pH sensors, as well as graphs produced from excel spreadsheet data (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. 2007). Just as Dr. Orey stated in the Laureate DVD, the constructionist approach allows the learner to build external artifacts and can share then with others. The different resources mentioned this week are not just great constructionist strategies but excellent teaching practices. Those mentioned previously are common practice in the lab and I am trying to make this the norm within my classroom itself. I believe that allowing the students to construct and take ownership of their projects/assignments allows for student’s to use higher level thinking skills and creates a more rigorous and relevant curriculum.
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.

Cell Concept Map

http://mywebspiration.com/view/266205a360b2

This concept map will go well with this virtual cell site:

http://www.cellsalive.com/

Hope this helps all science teachers!
~Michele

Week 3 Post

The examples mentioned in the resources this week, are excellent ways to use technology and also bridge learning from conceptual one to reality. As Dr. Orey stated in the Laureate DVD, integrating multiple senses in a presentation improves learning. I try to engage the learner by utilizing multiple methodologies and also incorporate ways to aid the various learning styles in front of me. I have found my freshman need to use graphic organizers more in the beginning of the year to organize various amounts data. The students need to "map" out the concept to organize their thoughts and the connections between the various material. Concept maps support dual coding and support the connections between the ideas (Laurate, 2008). As the year progresses, they adapt to the various amounts of information presented and am able to integrate other Web 2.0 technologies and various other methodologies to support student learning.

Virtual field trips are another excellent way to increase student learning especially in a science classroom. Students can see and interact in a reality that can be dangerous without ever leaving the classroom. I am currently looking at new virtual lab software to aid absent students and those oposed to animal disection. This allows the students to "do" the lab and learn content without ever coming in contact with and organism. I am also looking into this for the Chemistry sections of my Physical Science classes. This will allow for greater understanding of volital elements & materials without having them in the building or disposing of them.



Reference

Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.

Week 2 Post

Instructional Strategies and the Behaviorist Theory

I believe that the Behaviorist Learning Theory will always be present in the classroom. Behaviorist learning theories emphasize change in behavior that result from stimulus-response associations made by the learner (Standridge,2008). It achieves the desired result, most of the time, and would be the go to method for most teachers. In saying that, I believe we must strive to motivate our student intrinsically to allow for rewards to all students, not just the ones who finish a worksheet first or get 100 on a spelling test.

As for the examples from the Laureate DVD, I would even be bored completing those tasks. Technology is to be a vehicle of expression and a means to confer knowledge. This is not a way to fix test scores. Technology should be utilized in a way to allow students to explore subject matter content and use higher level thinking skills. The remedial preparation seen on the video was unfortunate. Sites such as http://www.webmath.com/k8drill.htm and http://www.dctech.com/physics/student_help.php, are great sites!! They are wonderful vehicles for teachers to use to reinforce knowledge but should not be the only methodology implored to reinforce said content. Students should also be making rigorous and relevant connections to everyday life and the world they live in through these means but also using traditional methodologies such as homework, cooperative learning activities, and writing activities.

I also am a firm believer in memorization. This “normal” instructional strategy that has been used for years, should not go by the waste side. Once students have firm foundation in a content area, technology and Web 2.0 tools should be utilized to aid the learner. This is an excellent way for students to collaborate and give opinions on topics. It also allows students to express themselves by being creative, show cross curricular connections and showa different side of themselves to the educator and their peers.


References
Laureate Education, Inc.(Producer). (2009). Behaviorist Learning Theory [Motion Picture]. Bridging learning, theory, instruction, and technology. Baltimore: Author.

Standridge,M. (2008, Feburary)What is Behaviorism? Emerging Perspectives on Learning,Teaching and Technology. Retrieved November 11,2009, from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page

Hello Friends from Walden!!

Hello Group1!!
This is my blog. Just as many of you have, I am using a blog from a previous class.
Have a great day & rest of the school year!
~Michele