This week's resources provided a wealth of knowledge in the area of cognitive tools that are geared to improving student learning. I will briefly summarize the main points and then add a few thoughts regarding concept mapping and virtual field trips.
Dr. Michael Orey mentioned various concept learning theories that incorporated short-term (working) memory, elaboration, effective use of images and episodic experiences. He explained Paivios dual coding hypothesis as the idea that information is stored as images and text (Laureate Education, Inc., 2008). Our course textbook, Using Technology with Classroom Instruction that Works, discussed the importance of tapping into a child's prior knowledge when introducing a new topic. The authors then focused on the importance of teaching children the appropriate way to take notes on a given subject matter. I like their suggestion of using a variety of formats for note taking, since some may be easier for a student to comprehend than others.
Finally, Dr. Orey discusses concept mapping and the way in which this learning strategy relates to cognitive learning theories. Dr. Orey gives exmples of different concept maps and explains that they can help organize information, support dual coding information and allow students to visualize ideas and in turn make conections between those ideas (Laureate Education, Inc., 2008). Students can use the concept maps to ehance both short and long term memory as well as utilize images and visual representations of a topic. Dr. Orey also details virtual field trips and states that they in fact create episodes for a child and have the opportunity to have the students travel to a location that they most likely would not be able to physically visit in their lifetime. These virtual field trips allow students to create experiences through the cognitive elarning theory and give them the opportunity to engage in critical thinking ideas in an effort to enhance learning (Laureate Education, Inc., 2008).
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
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Rachael,
ReplyDeleteThe virtual field trips were something different for me. I thoroughly enjoyed the just taking the time to go on the suggested websites. It is great to be able to go to virtual field trips since there could be so many things that can happen during a field trip. This year we actually had an incident where two students stole merchandise. I think this would be a good alternative for classes who have high risk of situations such as this. You would be able to select the things you want your students to see and build a lesson plan with it. With graphic organizers, students would be able to map out what they are learning and make connections.
Rachael,
ReplyDeleteJennifer makes an interesting point about taking real field trips. They can be great learning opportunities, but there are many things that can go wrong that make them difficult. Virtual field trips are an exciting supplement to the real experience. For me, I am more excited about the future of the virtual field trip. As technology develops we can come closer to creating experiences that match the real experience. Perhaps some day teachers could have students put on glasses and headphones with microphones and visit Plymouth Rock when the pilgrims arrived or have a sit down talk with some of the great presidents of the past. It might seem like these things are only in sci-fi movies, but it's not that far off from what current technology is capable of.
Jason
Jennifer and Jason,
ReplyDeleteI totally agree with you both. Taking field trips outside of school can always be a hazard and present risks. I like Jason's idea about the trip to Plymouth Rock as well as his thought that we are not too far away from creating many virtual field trips to touch on all topics of learning.
Hi, Rachel this comment is about week #4 Constructivism and constructionism in practice.
ReplyDeleteConstructivism or constructionism on Century 21 by Juan Delgado
I would like to post this information in your blog as a compliment of your thoughts
What is constructivism? A theory of knowledge stating that each individual actively constructs his/her own meaning.
What is constructionism? A theory of learning that states people learn best when they build an external artifact or something that can share with others.
The process of constructionism has four specific mechanism of learning as follow:
Assimilation: Assimilation occurs when external reality is made to fit when one’s current beliefs and understanding. (Scheme)
Accommodation: Accommodation occurs when one’s current believes and understanding (scheme) is altered to fit the external reality.
Equilibration: Is the process of achieving a balance between differences in external reality and one’s current beliefs and understanding. (Scheme).
Scheme: A Scheme is a representation of an n outline of a system or object.
All this mechanism are connected and balance during the learning process.
When a teacher plans a constructionist activity, students are engaged in learning and with the process of “building” using tools and technology.
Assimilation, accommodation, equilibration and scheme are definitely, mechanisms that we all apply when are trying to acquire new knowledge.
Constructionist activities should be include on teachers weekly activities in order to develop students skills about using technology and braking with the daily routine of using pencil and paper.
My thoughts about Constructionism:
I believe in constructionism and proof of that is my students have a mandatory assignment, every marking period; when they need to use technology. Foe example, I have my students construct a project-based or a problem-based, original and creative on a determine topic; the common ones are the projects that consist of creating a power point presentation or simply writing an essay. The time allows for each project can vary from 90 minutes to a week; and student gets involve with the mechanism of learning as: Assimilation, accommodation, equilibrium and scheme. The most productive are the project where students have not a strong scheme. For example, last week, one activity consisted of do research about common alloys; students have idea about stainless steels and brass these students were more confident searching because they have an idea about this alloys, but the reaction was different when students were ask to do research about pewter and amalgam because they have no scheme about them. During this activity students are engage creating something. At times is a real challenge for students to work with Power Point.
My thoughts about Constructivism:
Students are not too familiar with doing invention or analyzing experimental inquiry. This week students are finishing with a project based on problem based, they did choose a topic and need to apply the steps of Scientific Method and write an essay about it. A group student were interested in finding out about peer opinion regarding the use of “uniform” instead of regular “outfit” and the effect on learning. During this activity students are engage constructing they own meaning or knowledge about the situation... At times is a real challenge for students to do data analysis to show experimental results.
Juan Delgado.