WK 8 Reflection: Transitioning from Knowledge to Synthesis

A curriculum that is filled with rigorous and relevant lessons is necessary for the 21st Century classroom and work environment. This includes a deep knowledge of how to use the internet and the resources that are provided to users. It involves more than just a simple click on a Uniform Resource Locator (URL). Students must also be taught how to engage in deep questioning. After this, a correct method of evaluation of student learning when they are doing projects is necessary.
Before the lessons can be vigorous and relevant, activating prior knowledge is of great importance in regards to reading before inquiry can take place. “Inquiry is not just questioning but questioning into something”. When learners engage in such a task, they are lead to deep “exploration” which then leads to other questions (Thornburg, 2004). Before students can start their journey into “questioning something”, they have to start with a basic question. Some students may encounter various challenges in regards to time management when developing questions that will guide their inquiry projects, while others will choose to focus their attention elsewhere instead of using it to work on their project. In this instance, additional teacher supervision may be necessary. The teacher may step in and help the students that are struggling to create a timetable that all individuals can use to monitor the project.
The usage of a rubric is one way in which educators can assess learning accurately not only for content assessment but for projects as well. Before a rubric can be used for assessment of the knowledge or skills acquired, students must be taught certain things. As students are searching through various sources for the necessary information to complete their projects, their teachers can evaluate these tasks with a step by step process. For example, as students are searching the different websites for facts, their teacher could have them use a check sheet to guide them. This sheet can have information such as whether or not they are using information from a reliable website. Also, they must keep a close watch on the “truthfulness” and “usefulness” of the written information (Eagleton & Dobler, 2007). This includes knowing whether or not the author of the information is trustworthy and how much of the information will be helpful when putting the project together.
People who are fluent in 21st Century Skills have the ability to function amazingly well in this “information age” (Juke, 2007). These individuals must be skilled in communicating with people of various cultures and think critically after listening keenly to a conversation. In addition to these skills, they must also know how to communicate nonverbally. Furthermore, being a visual learner does not hurt those who are fluent in 21st Century skills. They must be able to comprehend what was taught and then present the information to others creatively and intelligently.
Since 21st Century skills are necessary for success in a technologically enhanced world, educators must learn how to integrate these skills into their curriculums even when they are not at the forefront of the curriculum or district. When the ideas mentioned earlier are accomplished, they will lead to creativity within the learning environment and later in life.












Reference

Eagleton, M. B., & Dobler, E. (2007). Reading the web: Strategies for internet inquiry. New York: The Guilford Press.

Jukes, I. (2007). 21st century fluency skills: Attributes of a 21st century learner. Located at http://www.committedsardine.com/handouts/twca.pdf.


Thornburg, D. (2004). Inquiry: The art of helping students ask good questions. (Executive Briefing No. 402). Retrieved from http://www.tcpdpodcast.org/briefings/inquiry.pdf

Reflection

As an instructor, I care deeply about how my students learn and what I can do to make this process easier for them. In regards to my personal theory of learning, I still believe that each individual’s behavior is impacted by consequences as stated by the behaviorist theory. I also hold to Howard Gardner’s theory of multiple intelligences. I believe that students will have different talents which should be encouraged and developed by the educators that serve them.

Additionally, as a result of this course, there are some great instructional technology practices that I will integrate into my classroom instruction. I want students to participate in a classroom blog that will be focusing of specific topics throughout the school year. I also want my students to use the computer more as a learning tool to create projects that will be examples of their understanding of the different concepts that will be taught to them throughout the school year as well.

Since my school has a wide variety of technology that is available to students, I am looking forward to the integration of many them into my lessons to enhance the learning experience of all of my students.

Voice Thread

voicethread.com/share/896853/This is the link to my voice thread. I had some issues recording.

Social Learning in Practice

Learning takes place in different ways and cooperative learning is such an example. Students get to work in groups with a well thought out plan in place set forth by their instructor. Students must be given rules that must be upheld during work. For example, a rubric stating the guidelines for the assignment will benefit the students greatly as they create their artifact.

Technology can also be utilized as students are engaged in cooperative learning. With a rubric in place, students can use a myriad of technology based resources to accomplish their task. For example, to show that they have mastered the concept of plot, students can work cooperatively to write a short story while masterfully incorporating the elements of plot. They can then use the rubric to monitor their own progress.

Social learning is based on individuals learning from each other through their interactions. Cooperative learning with technology integration is a great way for students to learn.

Constructionism

The constructionism theory states that students who are actively engaged in learning and later build an artifact which they will share with others are forming ideas during this learning process (Orey, 2001). Therefore, when students are generating and testing hypotheses, they are engaging in higher level thinking. This is great because it is not the regular pencil and paper activities. These students are also doing hands on activities when they collect data and then analyze it. During the analyzing of data, the students can then use technology to aid them during their search for answers. A great example of technology assisting students is the usage of a spreadsheet software. In this instance, students get a chance to “manipulate the spreadsheet, consider graphical patterns, and test their predictions by receiving quick feedback on multiple scenarios” (Pitler, Hubbell, Kuhn & Malenoski, 2007).

Although the students will not be creating the spreadsheet themselves, they are still actively engaged in adding data and then deciphering the results. Basically, students did learn if they can later produce an artifact that they have created after they were taught a new concept

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

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

Cognitive Learning

When teachers implement certain strategies such as using cues, questioning and utilizing advance organizers with the help of technology in the classroom for learning, students will be engaged in lessons that are exciting and interesting. Additionally, they will not only be able to learn new concepts from hearing and seeing them but also from the interaction that these types of learning strategies will involve.

The implementing of strategies such as cues, questioning and advance organizers are used in the classroom with the help of technology, these strategies become great examples of cognitive learning theories in practice. Dr. Orey stated that Cognitive Learning Theories “revolve around information processing” (Laureate, 2009) so, when students use the strategies above, they are engage in lessons that will allow them to make strong connections which will later cause the information learned to stay with them. These students are also engage in the lessons because of the images that are being created through the lessons.

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

Behaviorism in Practice

There are different avenues to achieving success, but the child or adult who wishes for it must be willing to put forth effort (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.155). If a child wants to be successful but have the wrong ideas about how to achieve it, teachers can teach them about it with various types of technology.

According to the authors of, Using Technology with Classroom Instruction that Works, a spreadsheet can be one of the many tools which can be used to teach students about the importance of effort. Using this strategy with middle school students could benefit them greatly. For example, I have seen how students can make improvements on test scores or even their behaviors when they are given immediate feedback with a visual representation. They have a chance to see and then talk about what lead to them to a specific outcome and what they can do differently the next time around. They then will have many opportunities to practice the behaviors that will lead to a positive outcome. In this instance, these students want to be successful and are willing to work at it.

This is a great example of how the principles of the behaviorist learning theory correlate to an instructional strategy. Positive behaviors are being reinforced and this will lead to the success of the students who are involved.

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