Social Learning Theories and Learning Strategies

Cooperative learning is a learning strategy that “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139).  This strategy supports the social learning theories.  Social learning theories involve “actively engaging students in constructing artifacts and conversing with others” (Laureate Education, 2010).  Social learning theories are a great idea for the classroom to motivate students.  Students are social.  They want to use technology and find out how the information they are learning can be used in real-world situations.  Students might now enjoy the tedious math work but they might actually enjoy how the math is used in real-world applications.  These theories incorporate methods to prepare students to “learn and produce cooperatively” as is needed in the workplace (Pitler et al., 2001, p. 139). 

There are many social networking tools that are used frequently by many people.  These tools keep people informed to the second.  Social networking tools can be a great addition to the classroom.  Parents want to be informed daily about what is going on in the classroom.  Students want immediate feedback on assignments and immediate help.  Facebook or Edomo are two social networking tools that can be used by teachers to help keep parents and students up to date on what is going on in the classroom.  Edomo is a social networking tool made especially for schools.  It can be accessed on school networks.  This is a great tool to use.  Students can post when they have questions about assignments and get immediate feedback from the teacher or another student.  Parents and the community can view what is going on in the classroom.  Facebook can be great for this purpose also.  Facebook has a few downfalls, though.  Most districts have blocked access to Facebook at school.  Most students and parents can view Facebook on their cell phones.  This enables them to be online even though they might not have Internet access at home.  Either method will enable students to communicate with each other and practice their online communication skills. Skype is another great tool to use in education.  This is another great tool that students can use to communicate with each other or to communicate with others from all over the world. 

Social learning theories and the instructional strategies learned this week need to be implemented in more classrooms.  Students love to communicate with others and especially with the use of technology.  Why not make class fun and more enjoyable by using the techniques students enjoy and teach them how to communicate and work together?  What a terrific way to prepare them for their futures. 

Resources                                                                                  

Laureate Education, Inc. (Executive Producer). (2010). Program eight. Social learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

Voice Thread

http://voicethread.com/share/1891953/

Constructivist and Constructionist Learning Theories

Constructivism and constructionism both involve students being active learners.  In constructionism, students will complete an artifact to share with others (Laureate Education, Inc., 2010).  These artifacts are excellent examples to display a student’s understanding of a concept.  These theories involve the idea that “learners don’t get ideas; they create ideas” (Orey, 2001, p. 130).

Generating and testing hypotheses “engages students in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202).  When generating and testing hypotheses students are active in their learning.  There are six tasks that teachers can use to help students use this strategy: systems analysis, problem solve, historical investigation, invention, experimental inquiry and decision making (Pitler et al., 2001, p. 203).  All tasks involve distinct steps; however, they all produce an artifact to be shared by others.  The two that would be the most successful in my secondary math classes would be problem solving and decision making.  This strategy allows students to develop a solution to a problem and complete an artifact for others to view.  This is a perfect approach to using constructivist/constructionist learning theories.

Constructionism can be implemented using project-based learning, which involves work that is long-term and not always for a selected audience (Orey, 2001, p. 131).  Some ways that constructionism is reflected using this strategy is the creation of a student-centered learning environment and the creation of an artifact based on authentic experiences (Orey, 2001, p. 135).  Some of the main components consist of students working together had using multiple presentation modes.  PBL are long-term assignments.  This will enable students to spend quality time understanding the concepts and organizing the material to make sense.  There are three phases to the completion of a PBL assignment: planning, creating, and processing (Orey, 2001, p. 138).  Students are working in a specific order with instructions given to them at the beginning.  Each phase has to be completed before moving on to the next phase.  The final phase is reflection and follow-up (Orey, 2001, p. 139).  This phase involves sharing the artifact with others as is suggested in constructionism. 

Resources

Laureate Education, Inc. (Executive Producer). (2010). Program seven. Constructionist and constructivist learning theories [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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 Theory and Instructional Strategies

Two instructional strategies explored this week were “cues, questions and advance organizers” and “note-taking.”  These strategies correlate with the principles of the cognitive learning theory.  Other teacher strategies that correlate with the cognitive learning theory are concept mapping virtual field trips.

Cues, questions, and advance organizers are a great way to focus and direct learning.  Cues are explicit reminders or hints and questions trigger memory or access prior knowledge (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73).  Short-term memory can hold only 7 2 pieces of information at any time (Laureate Education, Inc., 2010a).  Students need help trying to recall information when they are learning additional information.  They need hints to pull prior information from memory. 

Both concept mappings and virtual field trips are helpful for kids having to recall material later.  Concept mappings are a great idea to help students learn new material and integrate with their prior knowledge.  Virtual field trips are a great way to get the students out of the classroom without leaving the classroom. Virtual field trips create a rich experience which help with episodic memory and create a network of ideas (Laureate Education, Inc., 2010b).  Dual-coding hypothesis is the idea that information is stored differently based on the way it is received (Laureate Education, Inc., 2010a).  Our brains store information in different ways.  These strategies help learners visualize and make connections between ideas (Laureate Education, Inc., 2010a).  Our long term memory is a network where each idea is connected (Laureate Education, Inc., 2010a).  Concept mappings provide a way to connect material together into a network for students to recall later.

In my classes, I hope to integrate more advance organizers and concept mappings.  They both can be beneficial to the learning process for my students.  Students will have a beginning point with notes and a way to organize their concepts together.  Concept mappings will be a great way to display how different math concepts are connected together to understand why they learn in the order it is presented to them.  Concept mappings can be a great asset for assessing students’ learning.  Virtual field trips are a wonderful way to bring the outside world into the classroom.  These will be used a few times during each school year, therefore students can understand how math is used in real life. 

Resources

Laureate Education, Inc. (Executive Producer). (2010a). Program five. Cognitive learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Laureate Education, Inc. (Executive Producer). (2010b). Program six. Spotlight on technology: Virtual field trips [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

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

The Behaviorist Learning Theory

The use of behaviorist learning theory in the classroom is debatable between educators, students and teachers.  Behaviorists “view all behavior as a response to external stimuli” (Lever-Duffy & McDonald, 2008, p.15).  Orey states “behaviorist learning theory emphasize changes in behavior that result from stimuli-response associations made by the learner” (Orey, 2001).  Most humans are motivated by other stimulus.  We work for money and benefits. We do the things we enjoy for the satisfaction we get from them.  Why wouldn’t rewards and punishments work in the classroom?  It is what motivates everyone daily. 

The instructional strategies reviewed this week were “reinforcing effort” and “homework and practice.”  These are strategies are used daily in my secondary math classroom and are successful in the behaviorist learning theory.  The use of reinforcing effort is a great way for students to record and monitor how their effort affects their grades.  Many students do not view effort as a way to improve their grade. The use of tracking their effort is a wonderful tool for the behaviorists.  Teachers can then offer rewards or punishment by viewing their efforts.  Students can opt out of some assignments or testing if they are improving on their effort in the class.  This would be the use of negative reinforcement, the removal of something negative to increase desired behavior (Orey, 2001). 

Elementary school teachers use behavior charts regularly to track behavior and then offer rewards and punishments.  These charts are an example of reinforcing effort.  Students are able to view their behavior for the day and then see how it affects their performance in the classroom.  Dr. Orey discusses how the use of these charts is used for behavior management (Laureate Education, Inc., 2010).  The consequences are usually successful in eliminating the undesirable behavior.  This is a form of negative punishment, the removal of something wanted to decrease undesired behavior (Orey, 2001).  This is a great technique used for my own sons in their classes.  They enjoy their recess time to socialize with friends and try to make sure they do not lose this quality time.

Homework and practice is dreaded by most students and argued by many people.  In math classes, such as mine, I feel it is necessary and needed. Students can not memorize math they need to practice and become “fluent” in it.  A great way to restate homework and practice is “review and apply” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 187).  Homework is an extension of the classroom and allows students to “deepen their knowledge of the content” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 187).  Students need more than just class time to review their math concepts. Most of the limited amount of time in class is spent on presentation of material and a small amount on review.  Students need to practice a skill 24 times to achieve 80% competency ((Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 188). 

As a result of students not wanting to do homework and practice, the behaviorist theory will be helpful here.  Students need the rewards and punishments to be encouraged to get this needed practice done.  Teachers can encourage students to do this work by offering rewards or using negative reinforcement.  Negative reinforcement is the most successful incentive I have used.  Students like for me to take the things away the dislike, for example, more work or quizzes.  In my class, I have students start their homework before they leave. I then check that they have completed a given amount of problems for a participation grade.  This motivates many to start their work instead of talking.  They enjoy receiving easy points this way.  It is also a way for me to make sure they understand the work before they leave the classroom.  I think it might help to start tracking grades and homework and then taking away more work and quizzes to reward them for the hard work.  This could help them improve proficiency as a result of students getting more practice accomplished. 

            The behaviorist learning theory will always be a part of the educational process as it is part of everyone’s daily life. We need rewards and punishments to motivate us to do work and accomplish goals.  This is prevalent in the classroom.  The instructional strategies “reinforcing effort” and “homework and practice” can be beneficial to helping students succeed and help to promote the behaviorist learning theory.

Resources

Laureate Education, Inc. (Executive Producer). (2010). Program four. Behaviorist learning theory [Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.

Lever-Duffy, J., & McDonald, J. (2008). Teaching and learning with technology (3rd ed. pp. 2–35). Boston: Pearson Education.

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.