Constructionism, hypotheses, and technology

Generating and testing hypotheses is a strategy that is used beyond the science classroom. We frequently observe phenomena and form explanations (really predictions) about why we think this is occurring. In science the natural next step is to test these predictions. This process is consistent with constructionism, “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education, Inc., 2011) because we end with a conclusion about our findings we can easily share. We are striving for equilibration by creating balance between our current understanding and external reality. We are altering our understanding based on what we experience while testing predictions.

I explored a website called Astro-Venture that allowed students to create and build their own planet. In order to accomplish this they had to learn about concepts and apply them to the situation. In the end they have a final product, and they are engaged in the process along the way. This and other project-based, problem-based, and inquiry-based learning activities allow you to make predictions and test them while creating the final product. Activities can be designed to guide students toward the desired result or we as teachers can facilitate this process. For example, in the Astro-Venture activity, students may predict that a larger star will produce more energy for their planet. They will then discover that a red giant star is near the end of its life cycle and therefore may not be the best choice for their planet. In this way, students are able to test their ideas and still reach the desired outcome.

By having students create or build something, there is a specific goal. Students become so focused on the goal that the learning required happens almost by accident. Suddenly the content becomes less daunting and students are more engaged. The final product serves as evidence that students have achieved not only the project goal but also the learning goals along the way.

References

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

Field Trip to the Moon and Concept Mapping

One of my assignments this week was to use a virtual field trip with my students and create a concept map based on the experience. I am so excited about what I found that I thought I would share it here:

For my virtual field trip I used Google Earth to travel to the Moon. It was so easy and did not cost a thing. My students can easily access it from home if they want to explore further. All you need to do is download Google Earth and select Moon from the toolbar. From here you can explore on your own, view actual images, locate landmarks, or take a guided tour. There is a tour of the Apollo 11 landing, part of which is narrated by Buzz Aldrin (the second man to walk on the Moon). This is the option we chose, and the essential question I used was "What would it be like to walk on the Moon?" Here is the concept map we created using this field trip. We were even able to take screenshots like the one below and easily upload them into the map!

cognitive theory, technology, and cool astronomy field trips

In this week's coursework we looked at how specific strategies align with cognitive learning theory. The strategies are from Using technology with classroom instruction that works (Pitler, Hubbell, Kuhn, & Malenoski, 2007) and are discussed below in two categories: 


Cues, Questions, and Advance Organizers
This section of the book (chapter 4) describes different methods for helping students learn to retrieve, use and organize information. The focus here is on providing tools to help students organize their thoughts prior to learning about a topic. At the center of this process is the essential question, which "is one that requires the student to make a decision or create a plan. It requires more than simple research and regurgitation of answers." (page 75). The book lists Joyce Valenza's article For the Best Answers, Ask Tough Questions as a resource for essential questions, and I found it both interesting and helpful. 


The strategies in this chapter utilize 1. word processing applications and spreadsheet software to create advance organizers and 2. organizing and brainstorming software and multimedia to provide cues for students. Both of these strategies align with the cognitive theories of elaboration and the network model of memory. Elaboration involves building as many connections as possible to information in order to be able to retrieve it when needed (Laureate Education Inc., 2011), which these strategies encourage students to do. I think the organizing and brainstorming software in particular encourages students to make their own connections to topics. In addition, both of these strategies present information in an organized way where the ideas are connected. This network of ideas transfers well into our network memory. 


Summarizing and Note Taking
Chapter 6 of the book describes how we can use technology to help students summarize information and organize it in a concise way. The authors suggest using word processing applications, organizing and brainstorming software, and multimedia to aid in the process of summarizing and taking notes. Some of these examples are particular representative of cognitive theory. For example, one suggested method for note taking is something called "Combination Notes". This style of note taking has students take notes in one column and draw pictures or import images into the other column. The dual coding hypothesis states that information is stored as both images and text (Laureate Education Inc., 2011), so having students make these associations while processing information will likely help them to remember it better. The organizing and brainstorming software ideas follow a similar organization style to the strategies for cues I discussed earlier, and therefore align with the network model of memory and elaboration theories for the same reasons. 


In addition to researching strategies and making connections to cognitive theory, this week we have also been working on applying these ideas through investigating virtual field trips and creating our own concept maps using brainstorming software. The virtual field trips allow students to gain a multisensory experience as they can see and hear experiences they may not otherwise have access to. This will allow them to better remember the information according to the dual coding hypothesis. The concept maps support elaboration and the network model memory theory. 


I have been busy exploring this collection of astronomy virtual fieldtrips gathered by Edutopia. One of the programs is Starry Night, which we currently use often in my district. Some of the programs were new to me (and free!) like Celestia. This one looks like it would answer so many of the questions my students are always asking about the universe, like "what will happen when our Sun dies?" Here's a screen shot from the program that shows the orbits of asteroids and major planets: 

 

References

Laureate Education, Inc. (Producer). (2011). Program five: Cognitive 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

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development.

behaviorism, technology, and an idea

This week’s coursework centers on behaviorism and technology. I began by watching a video entitled Behaviorist learning theory (Laureate Education, Inc., 2011). In this video, Dr. Michael Orey discusses how prevalent the theory of behaviorism is in classroom technology in the form of tutorials and games that allow for practice and rewards for correct answers. I had never considered this before and it has made me think about how I currently use these tools in my own classroom.

The second resource I examined was Using technology for classroom instruction that works (Pitler, Hubbell, Kuhn, & Malenoski, 2007). In focusing on the chapters surrounding “reinforcing effort” and “homework and practice”, I saw many parallels to behaviorist theory. Behaviorism is all about reinforcing positive behavior, and effort is certainly considered positive. Therefore reinforcing effort is unquestionably based in this theory. This text suggests using spreadsheet software to monitor correlations between effort and achievement, and data collection tools to compile and display data supporting this same correlation. Both of these strategies would allow students to reflect on their effort level and see the connection between good behaviors (effort) and rewards (better grades).

Behaviorism also calls for practice, which brings us to the “homework and practice chapter”. This book recommends that homework should focus on “specific elements of a complex skill or process” (Pitler et al., 2007, p. 188) and suggests using word processing applications, spreadsheet software, and multimedia. I chose to focus my attention on multimedia since that is the area I find most useful in my own classroom. According to this text, “multimedia homework is an opportunity to deepen understanding and gain proficiency” (Pitler et al., 2007, p. 192). In science it is difficult to find meaningful homework that allows students to practice the skills we have done in a lab. Multimedia provides us with many more options to make this possible.

Currently my students are investigating why we see lunar phases. I found this tutorial (http://www.bigkidscience.com/MoonPhases/MoonPhases.html) which has some really nice animations. Something like this would be great for students to complete individually so they can take their time. This would be a good homework assignment after completing the modeling labs in class because it reviews the concept and presents it in a new and different way. While this would not necessarily require practicing a skill, it does require students to practice going through the process of thinking about what is happening to cause these phases.

References

Laureate Education, Inc. (Producer). (2011). Program four: Behaviorist 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

Pitler, H., Hubbell, E. R., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, Va.: Association for Supervision and Curriculum Development. 

End of Course Reflection

Over the past several weeks, I have gained so many new ideas for how to incorporate new technologies into my classroom. I have always been on board with learning new technologies, but I often struggle with coming up with creative ways to utilize them in my classroom. Specifically, I have learned about ways I can use blogs, wikis and podcasts with my students. Though I was not concerned about a lack of skill, I do feel more confident now having used them all myself for academic purposed. 


The greatest insight I have gained into the teaching and learning process is knowing the difference between doing things differently and doing different things. Using technology to complete the same task or activity does not provide the same benefits as taking advantage of a new and different opportunity made accessible through technology. This requires a great deal of creativity for us as educators, but fortunately there are a number of resources out there to give us ideas. 


I have also learned that the way I like to use technology may be different from that of my students. Some of my students prefer to use computers, some do not. Every student has a different learning style. In this way, my perspective has become more student-focused in recognizing that students have different interests and skill levels in technology just as in everything else. 


One way I plan to expand my knowledge in this area is to continue following the resources I have discovered through my coursework. There are a number of blogs I am now following that share information about new resources and how to implement them into the classroom. Following these will keep me abreast of what is new out there and help me come up with ways to use it effectively with my students. 


I have set two long-term goals for transforming my classroom environment. The first is to have students create blogs and write blog posts. This will require a great deal of setup on my part as well as verification with my district as to what sites are allowed and what precautions we will need to take. However, I learned in this course that I enjoy writing much more when it is in blog format. I have a feeling many of my students will feel the same way. In addition, this format allows for interaction between students outside of the classroom. I will need to make sure I can monitor what students post. 


The second goal I have is to fully implement the Partnership for 21st Century Skills framework into the standards I currently teach. Many of the pieces are there, but I want to formalize it and make sure I include all areas. I will start by determining which standards best align with each area of the framework. Then I can re-work or re-create lessons in order to accomplish both goals. This will take time and will need to be taken on one piece at a time. 


After completing my goals checklist in the beginning of the term I was made aware of several areas I had not considered when it comes to technology in the classroom. After completing this course, I have been able to most some "rarely" checks to the "sometimes" column and even some "sometimes" checks to the "often" column. Mainly I plan to use this checklist as I reach goals and set new ones for myself. 

Student Technology Usage Survey and Podcast

This week I had 14 of my 9th grade homeroom students participate in a survey about their usage of different technologies. I have created a podcast to narrate the results below. 

Please click play and then scroll along to hear my thoughts on the information I gathered. 

You can click on any graph to view it larger. 
I have to admit I had way too much fun analyzing data and recording my podcast...
Thanks for reading/listening! 

21st Century Skills

I spent quite a bit of time this evening exploring the website belonging to the organization The Partnership for 21st Century Skills. I was reminded of my district's Student Profile, which describes many of these same skills.


I also made connections to the Benchmarks for Science Literacy produced by the American Association for the Advancement of Science (AAAS), although their work focuses on specific sequenced learning goals rather than overarching skills. 


Overall I found the website interesting and was able to answer many of my own questions using the resources available. I do not disagree with the ideas presented, rather I found myself wanting to focus on how to better implement the teaching of these skills into my classroom. I would like to highlight a few of the resources I found particularly interesting:

• Framework for 21st Century Learning --"When a school or district builds on this foundation, combining the entire Framework with the necessary support systems—standards, assessments, curriculum and instruction, professional development and learning environments—students are more engaged in the learning process and graduate better prepared to thrive in today’s global economy." 
• This document provides a succinct overview of the goals and mission of this movement. I particularly liked the explanation quoted here because it describes the way these skills are meant to be used in combination with support systems already in place. 

• Assessment of 21st Century Skills --"Most K-12 assessments in widespread use today—whether they be of 21st century skills and content or of traditional core subject areas—measure a student’s knowledge of discrete facts, not a student’s ability to apply knowledge in complex situations. High stakes assessments alone do not generate evidence of the skill sets that the business and education communities believe will ensure success in the 21st century." 
• Whenever I plan lessons, I use the method outlined in Understanding by Design, which requires beginning with the end in mind. Therefore after reading more about the skills themselves I wanted to find out what the skills would look like and how we could assess them. One particular example that I feel I could implement in my own classroom without help from outside resources is the example from Coventry high school in Rhode Island, where students post online portfolios "demonstrating not only their mastery of a content area, but how they mastered it". I love this idea! Has anyone seen or tried something like this before? 

• 21st Century Skills Science Map -- "This document is neither a set of standards nor a comprehensive sequence of activities, but rather a starting point for ideas and discussions that begin with current practice and look forward." 
• There are maps for many curricular areas, but I chose to focus on science since that is what I love and teach. I was pleased to see that this was designed in cooperation with the National Science Teachers Association (NSTA). This document provides a description of each skill along with outcomes and examples for various grade levels. This reminded me again of the Benchmarks I mentioned earlier. This is something that would be helpful to keep with my planning materials as an easy reference. I highly recommend checking out the map for your content area! 

• Curriculum and Instruction: A 21st Century Skills Implementation Guide
• This document outlines the actual steps in implementing the teaching of these skills into an existing curriculum. This is another one that I plan to reference often as I move forward. 

Overall I feel excited about what I have gathered and learned from this website. I look forward to hearing your thoughts on these and other resources you discover while exploring.