GAME Plan

After reviewing the NETS-T Standards, I realized that there are many areas that I need to work on, but a couple specifically are 2.c: Design and Develop Digital-Age Learning Experiences and Assessments: customize and personalize learning activities to address students' diverse learning styles, working strategies, and abilities using digital tools and resources and 5. Engage in Professional Growth and Leadership. The first standard is one that I try to do, but I find myself not following through or not finding the time to fit technology and various strategies in my lessons and I would really like to improve on that. Standard 5 is an area that I am really weak in and part of that, I think, is because I do not have a full time teaching job yet, so I do not have a network of teachers to go to (except at Walden).

Goals

1. When trying to include more learning activities that reach students' various learning styles, I would like to try giving learning style surveys to my students to decide exactly what strategies and techniques would be most beneficial. When I have my own classroom I also think that being able to plan these strategies and choosing the technology would be easier because of the more consistent job and students.
   
2. My goal for Standard 5 is to join a network of teachers to discuss various topics and current events in education.

Actions

1. There is not much I can do about incorporating more strategies for diverse learning until I have a teaching position.
2. I am going to look into different teacher networks in my area. I already have quite a few teachers who I connect with from various long term positions, but it would be nice to create a community online where we can all connect.

Monitoring

1. I will review my progress for incorporating strategies by self-evaluating my lessons on a weekly basis.
2. I will also try to maintain an online community where I will try to check and update at least once a month.

Evaluate

I will evaluate my learning during by self-evaluating my lessons and by being held accountable by my network of teachers on the online community.

http://www.iste.org/Content/NavigationMenu/NETS/ForTeachers/2008Standards/NETS_T_Standards_Final.pdf

6712 Reflection

I realized at the conclusion of this course that teaching new literacies is just as important and just as time consuming as teaching reading and writing. New literacies, which can include searching the Internet, citing resources, reading and interpreting information on the Internet, are essential for students to learn about due to the amount of technology in the world today. Students cannot be expected to simply know how to search the Internet correctly. Teachers need to take the time to really teach students how to properly search, evaluate, and cite resources. Students can waste a lot of time searching incorrectly, not to mention find resources that may not be valid or contain useful information.

From now on, I will not assume that students know how to use the different pieces of new literacy. I will now be able to teach my students different tricks to make sure that they are properly using the Internet and other resources. I will also be sure to figure this into my plans as I plan for lessons that include technology.

One goal that I would like to work towards is to create some type of handout for my fellow teachers on how to teach new literacy skills. This would not only reinforce what I learned, but also be quite helpful to other teachers who are unsure of how to do this or who never realized that new literacy skills need to be taught to students.

Bridging Learning Theory, Instruction, and Technology Reflection

After completing this course, I realize that much of what I try to do in the classroom already addresses the theories and strategies that were discussed during this class. PowerPoint, constructionism, WebQuests, and social learning are all things that I have used occasionally or use on a regular basis. I now know that each of these and other strategies work together to create the ultimate learning atmosphere for students. I already knew that it was essential to use a variety of learning and teaching strategies so this course helped to confirm that as well as give me more ideas on how to implement multiple strategies and theories.

Two long term goals that I have for myself are to incorporate more technology into my classroom. I always want to try to use more, but I find myself running out of time to try new things. In order to meet this goal I think that I need to be more organized in my planning so that I can look ahead and figure in the new ideas that I want to try. Another goal is to maintain a blog better with my attempts at my previous goal. I would like to create a place where other teachers can go to see strategies that may be useful to them and see what worked for me and what could have been improved on.

Social Learning in the Classroom

It is essential that some form of social learning occurs in the classroom. I do not believe that it is the primary theory that should be used in the classroom, but it should be used as a part of the learning process. The instructional strategies that are described in chapter 7 directly correspond to the idea of social learning. One example is the use of WebQuests that were designed by students. I think that this is a fantastic way to use social learning. Students would be more willing to do an activity that was designed by a peer than a teacher (although I am sure that students would also enjoy teacher designed WebQuests as well). Students that collaborate on an interactive learning activity is an excellent way for students to learn from each other as well as tie in the constructivist theory of creating something and learning from doing so. There are so many different ways to use social learning (in good ways and in ways that should be avoided).

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


VoiceThread:

http://voicethread.com/share/892621

Constructivism/Constructionism at Work

The strategies that were discussed in Chapter 11 of the text directly correspond to both the constructivist theory and the constructionist theory. These theories essentially require students to create something to aide in their learning. Chapter 11 discusses the idea of the students creating spreadsheets to watch how formulas grow and expand. This is an excellent example of the students creating something in order to learn how it works. Students who can work hands-on with material like this are bound to learn the material better. Not only do students learn the material this way, they also get a deeper understanding of it because they see it at work and can visually see what happens. No matter what kind of learner you are I always think that it is best to do something in order to learn best.


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

Cognitivism

Congnitivism is clearly at work in the strategies discussed in chapters 4 and 6. Cognigtivism is based on the idea that students are making connections. Connections between prior knowledge and new knowledge as well as across subjects. The strategies that were discussed include teachers making cues during a lesson, questioning strategies, and graphic organizers. Each of these strategies help students to make connections while learning. Cues and questioning help students to tie new information to information that they already knew. Graphic organizers help students to organize their thoughts and visually make connections with the material.

Concept mapping is also a part of cognitivism. This strategy helps teachers to make connections with the material that is to be taught and what has already been taught. Similar to graphic organizers for students, concept mapping helps teachers to make connections visually.

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

Behaviorist Learning in the Classroom

I feel that many of the instructional strategies used in classrooms today are based on the behaviorist theory of learning, especially the strategies that incorporate technology. The use of technology allows students to have immediate and frequent feedback when practicing and learning. Dr. Orey discusses in his video segment that students today are using online tutorials that help them to reinforce what is being taught and practice their skills. These tutorials and other online programs that allow students to practice what they are learning seem to have been created from the behaviorist theory. If students get a problem correct, there is often praise and encouragement.

Another strategy that corresponds to the behaviorist learning theory is having students map their progress and see the correlation between effort and results. Instead of constantly telling students that by doing their homework and classwork they will get better grades does not work well for most students. However, if the students chart their effort and progress they may see that by putting more effort into their work, their grades will be higher. This is a much more effective reinforcer than a teacher standing in front of the class and lecturing to the students why studying and doing homework is important.

References:

Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist Learning Theory [Motion picture]. 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.