My Personal GAME Plan

The GAME plan is a four-step plan for self-directed learning that was developed by Cennamo, Ross, and Ertmer (2009, pp. 3-5).As a teacher, I need to model self-directed learning for my students as I work to grow in my abilities as a teacher.  I will use the game plan, along with the National Educational Technology Standards for Teachers (NETS-T)(International Society for Technology in Education (ISTE), 2008) to help me develop professionally.

The first step of the GAME plan is to set Goals.  The goal I currently have for myself is to improve in two indicators from the NETS-T (ISTE, 2009).  The first is indicator 1b, "engage students in exploring real-world issues and solving authentic problems using digital tools and resources."  I want to do a better job of developing, and seeking out, authentic and real-world problems for my students to solve, rather than teaching almost exclusively from the book in my math class.  The second indicator is 1d, "model collaborative knowledge construction by engaging in learning with students, colleagues, and others in face-to-face and virtual environments."  While I frequently work with the orchestra director to solve problems, I would like to do a better job of modeling the process of working with another person virtually and/or from outside the school.

The second step of the GAME plan is to take Action.  In order to improve in the first area, I will speak with other math teachers at my school and search the Internet for ideas of authentic, real-world experiences/problems at the level of my students.  Some areas where I may look on the Internet include teaching blogs, problem-based learning sites, and professional learning communities.  With only two weeks of school left before exams, I will focus on my remedial algebra class and try to implement one short project before the end of the year, as I also collect more ideas for next year.  To improve in the second area, I will seek out ideas for ways that I can bring professionals into my classroom either virtually or in person for next year.  In my band classroom, I will look for a day in next year's calendar that I can set aside, I will make a plan to bring bring another person in, and speak with them about topics that they may be able to cover.  I have also spoken with a teacher in another building in my own district who is interested in having my students demonstrate their instruments to her class using Skype before the end of the year.

The third step of the GAME plan is to Monitor progress towards my goals.  To help me monitor my progress, I will enlist the help of my colleague who is working on a similar degree through another university. They will serve as an accountability partner and as a sounding board for my ideas.  I will also check my progress in one week to be sure that I have made progress toward my goal of implementing one project with my math classroom before the end of the year.

The final step of the GAME plan is to Evaluate if I met my goal and Extend my learning to future efforts.  Throughout the process I will keep a digital journal, where I will write down the ideas that I find and reflect on them if/when I use them.  Through the journal I will be able to evaluate my progress, including the completion of my goal, and I will be able to extend my learning through my reflections.

Using the GAME plan, I will have a process for self-directed learning.  I know that authentic instruction is critical to developing interest and depth of knowledge in students.  I also know that "whatever [I] am teaching, there is probably someone out there who is interested in collaborating with [me]" (Laureate Education, Inc., 2013).  By following my GAME plan, I will meet my goals.

References:

Cennamo, K., Ross, J., & Ertmer, P. (2009).  Technology integration for meaningful classroom use: A standards-based approach.  (Laureate Education, Inc., Custom ed.). Belmont, CA: Wadsworth, Cenage Learning.

International Society for Technology in Education. (2008). ISTE NETS for teachers 2008.  Retrieved from: http://www.iste.org/standards/nets-for-teachers/nets-for-teachers-2008

Laureate Education, Inc. (Producer). (2013). Enriching content area learning experiences with technology, part 2 [Video webcase].  Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818306_1%26url%3D

Course Reflection

The course, Bridging Learning Theory, Instruction, and Technology, through Walden University has focused on theories of learning, and how technology can be used to support various instructional strategies. It has made me aware of more learning theories and technology tools, while also helping me to see how various instructional strategies could improve the learning environment in my classroom. As a result of the knowledge I have gained, I look forward to making a few changes in my classroom and theoretical approach.

The first changes have occurred in my theory of learning. While I still believe that students have a variety of learning styles, and that they learn best through activities that make use of the targeted skills, I would now describe my theory of learning as a form of social constructivism instead of constructivism or the multiple intelligences theory. As a result of this course, I have come to believe that people construct knowledge primarily through interactions with others and their environment (Kim, 2001, para. 9-11). The change in my theory of learning is primarily in the belief that the social aspects of learning are of high importance. This course has also shown me that technology can significantly enhance the opportunities for social learning by providing easy access to quality tools for collaboration with students and experts around the world, tools for practice, and teacher-tested projects.

Another way that the knowledge I have gained through this course has lead to changes in my instructional practice. In this course, as in a previous course, I learned about nine instructional strategies that a team, lead by Robert Marzano, identified as being statistically proven to enhance student learning (Laureate Education, Inc., 2011). Unlike the previous course, however, this course focused on providing multiple examples of how technology could be used to support student learning using each of the strategies. I plan to intentionally use the nine strategies in my lessons and to integrate technology as often as possible. For instance, when graphing linear equations I will use the strategy “generating and testing hypotheses” along with the website GraphSketch.com. I will have students sketch a prediction of what each graph will look like, then I will have students use GraphSketch.com to create the graph to test their prediction. In my band classes, I can use the strategy “cues, questions, and advance organizers” along with an unfinished concept map created on a website such as LucidChart.com, to focus students' note-taking during a music history lesson. According to Pitler, Hubbell, Kuhn, and Malenoski, this type of advance organizer “helps students organize their thoughts around the essential information and gets them thinking about what they know about the topic” (2007, p76).

Finally, I have also created goals for my technology integration as a result of this course. The first goal is to do at least one technology-related project per year with each of my middle school bands. The second goal is to use technology to help my students become better note-takers in my math classroom. I can accomplish the first goal by looking at our concert schedule and setting aside a block of time in each band's schedule when it won't interfere with concert preparations. Then I will need to create several project-based assignments for use when the time is right. Some ideas include creating compositions, recording student performances, and creating a blog or wiki dedicated to composers or other music-related topics. The second goal can be accomplished by using the strategies “cues, questions, and advance organizers,” “summarizing and note-taking,” and “reinforcing effort.” Each of these strategies has several options for supporting technology, such as creating a web page dedicated to recognizing student effort, creating a KWL (know, want to know, learned) chart in a spreadsheet program, or creating an incomplete concept map for students to finish as they take notes.

As my course comes to a close, I realize that I have learned a lot about learning theories, instructional strategies, and how technology can be used to bring about student growth. I have been inspired to use technology, as I implement instructional strategies, to prepare students for their technology-rich future.

Kim, B. (2001). Social Constructivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

Laureate Education, Inc. (Producer). (2011). Program eleven: Instructional strategies, Part one [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., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Connectivism and Social Learning in Practice

Social constructivism and connectivism are two learning theories that shed light on how learning occurs, or how to best teach, in today's society.  Social constructivism emphasizes the importance of social interactions and the creation of artifacts during learning, and builds on the idea that knowledge is constructed through an individuals interactions with others and their environment (Kim, 2001, para. 9-11).  George Siemens' theory of connectivism stresses the importance of learning through connections, the ability to recognize connections that exist between ideas, keeping information up-to-date, and having the capacity to learn more (Davis, Edmunds, & Kelly-Bateman, 2008, para. 10).  The instructional learning strategy, cooperative learning, relates to each of these theories and many technology-based tools can be used in ways that support cooperative learning.

"The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139).  Social constructivism and connectivism each support the social interactions of students as they work together to accomplish tasks.  Cooperative learning is social and connects students within classrooms, and across the world as they work together to accomplish tasks.

Many technology-based tools also relate to cooperative learning, social constructivism, and connectivism.  Social networking websites, such as Facebook and Twitter, allow students and teachers to collaborate and make additional connections, even at a distance.  Pitler et al. (2007, p. 154) suggest that "combining VoIP (Skype, ooVoo) with sites that facilitate user-content sharing - such as instant messaging for quick chats, blogs for discussions, wikis for collaborative note taking, Google Calendar for sharing dates, and del.icio.us for sharing Web resources - facilitates powerful collaboration at any time of day and from any geographical location."  The same authors suggest working collaboratively to create a website.  I have found my experience with website creation, including a basic understanding of HTML, to be extremely valuable as I work to create web content, including occasional tweaks to this blog.  Each of these tools helps to make more connections, stay up-to-date, and construct knowledge in a social setting.

Another type of web-based tool that emphasizes connections and social learning is the multiplayer simulation game.  Revolution is an example of a game that helps students to experience events of the American Revolution through a virtual environment.  Students interact with other students as well as artificial intelligence characters as they gather information and make choices related to the time period (Pitler et al., 2007, p. 152).  A similar game is the multi-user virtual environment known as Second Life.  While this game certainly has a social aspect and could be used to collaborate and make connections with others, I would be hesitant to use it with students due to the many sexually charged elements of the site.

While the Internet can sometimes be a dangerous place to take students, it is also a fantastic resource that looks to be the way of the future.  We would be robbing students of rewarding experiences and missing an opportunity to teach Internet safety if we didn't make use of it with students.  The web also provides many opportunities to support students through cooperative learning as they make connections and construct meanings with other learners.


References

Davis, C., Edmunds, E., & Kelly-Bateman, V. (2008). Connectivism. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Connectivism

Kim, B. (2001). Social Constructivism.  In M. Orey (Ed.), Emergin perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Social_Constructivism

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

VoiceThread

I just finished my VoiceThread (VT) for my assignment through Walden University.  The VT will also double as a kick-off for my Band Resources Wiki assignment that my 7th grade band students will be beginning soon.  Here is the link for my VT, which you can follow to view the VT and to comment if you would like:  http://walden.voicethread.com/share/3469904/

If you would like to view the assignment files that I will be using for the band resources wiki, follow this link:
http://bandresources.wikispaces.com/Wiki+Assignment+Files

I've also embedded the VT here:

Constructivism in Practice

Constructionism is an educational strategy and theory, based on the constructivist theories of Jean Piaget.  It asserts that knowledge is actively "constructed" in the mind of the learner, and it emphasizes the creation of artifacts, or products, by the learner (Han & Bhattacharya, 2001). Additionally, it is learner centered, values inquiry, revision and development of ideas, and real-world tasks.  The strategy of generating and testing hypotheses relates to constructionism because the learner is able to construct knowledge as they work with real-world problems through the generation and testing of hypotheses. Two technologies that can be used as part of the generating and testing hypotheses instructional strategy are an investment project using spreadsheet software, and “Practicing with the Catapult,” a web-based program that allows students to explore the physics of a catapult.

The first technology is a spreadsheet that allows students to predict how much money they will make by investing a given amount of money in variety of ways. A teacher could create a spreadsheet with multiple preset investment options and formulas to calculate the results of the investments. Students could then seek out and input the current interest rates to make the project even more realistic. By preparing the formulas in the spreadsheet in advance, the teacher helps the student to “generate and test hypotheses in very little time and gain valuable experience that they can apply to future academic hypotheses” (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p 207). While the teacher takes more of an active role in designing the assignment in this project, students are working with a real-world problem, making and revising hypotheses, and inquiring to find the current rates to relate the lesson directly to today's economic situation, which makes this an example of constructionism.

The second technology is the program, “Practicing with the Catapult.” In this program, students are able to work with a variety of variables, such as gravity, launch angle, speed, and height, air resistance, and more. Students can use an equation to make a hypothesis about how fast to throw the object, or they can guess and then revise their guess through trial and error. A physics or Algebra teacher could use this program to help students learn about either force or solving Algebraic equations. Throughout the process, though, the student is revising and developing ideas through a process of inquiry, which relates to the constructionist view.

Each of the technologies explored made use of generating and testing hypotheses and each fit in with the constructionist view. While neither project created an artifact, teachers could certainly guide students in making something tangible that furthered the goals of the project. On the other hand, students would certainly be constructing knowledge while working with each technology.

Resources:

Han, S., and Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning

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

Practicing with the catapult. Retrieved from http://www.lcse.umn.edu/specs/labs/catapult/practice.html

Cognitivism in Practice

Cognitivism seeks to understand how the mind processes information.  A variety of theories exist, such as Paivio's dual coding hypothesis and the Atkinson-Schiffrin Model, which help to shed light on how the brain works.  When teachers consider these cognitive theories as they plan their instruction, their teaching becomes more effective.  Many technology-related instructional strategies can be referred to as "cognitive tools" because they "use technology to augment learning theory" (Laureate Education, Inc., 2011).

Each theory of learning offers insight into the mind's workings.  The Atkinson-Schiffrin Model suggests that, at the short-term memory level, the brain can process only 5-9 pieces of information at once, and the information must be processed deeply to reach the long-term memory (Laureate Education, Inc., 2011).  This information suggests that a learner should not be provided with too much information at once and they should be given opportunities to process the information more deeply.  The dual coding hypothesis suggests that using images and text/words simultaneously, or smells and text/words, the brain will store the information better than when using words or text only (Laureate Education, Inc., 2011).  Additional theories suggest that memories gained through experiences are stronger than many other types, that involving more senses in the learning process creates stronger memories, and that a person creates stronger memories by associating new information with something familiar to the learner (Laureate Education, Inc., 2011).

One cognitive tool is the concept map.  Concept maps, such as those created on spiderscribe.net, provide the learner with a visual representation of a collection of inter-linked ideas.  According to Novak and Canas, "there are two features of concept maps that are important in the facilitation of creative thinking: the hierarchical structure that is represented in a good map and the ability to search for and characterize new cross-links" (2008).  The thought processes required for students to create a concept map help them to think deeply and can help facilitate the creation of long-term memories.  Concept maps also create the opportunity to make use of the dual coding hypothesis by combining images and text (Laureate Education, Inc., 2011).

Another set of cognitive tools is the use multimedia such as PowerPoint presenations, video clips, or software such as Stellarium, which is a "computer-based planetarium" (Pitler, Hubbell, Kuhn, & Malenoski, 2007).  Most students find these tools very engaging and they are also effective because they help them "activate prior knowledge and develop a mental model to understand new information" (Pitler et al., 2007).  In many cases, the learner is creating experiences though the use of this technology as well.

While not often thought of as such, spreadsheets and calculators are also forms of cognitive tools.  Dr. Michael Orey suggests that, “giving [students] a spreadsheet that has all of the data allows them to focus on the solution to the problem” (Laureate Education, Inc., 2011).  A calculator has a similar effect.  However, it must also be noted that cognitive tools, such as calculators, can sometimes have negative side effects too.  While the calculator aids students in reaching higher-level thinking skills by getting them past some of the "simple" steps more quickly, teachers might find that students' mental math skills deteriorate with the use of calculators.

Despite the side effects, students can benefit from the use of cognitive tools in the classroom because they allow for deeper learning.  Cognitive theories suggest that these tools can enhance learning by allowing students to focus on solutions to problems rather than calculations, incorporating multiple senses into experiences, by creating new experiences, and by activating old knowledge to make new information more meaningful.

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

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptMaps.pdf

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

Behaviorism in Practice

This week I learned about behaviorism and its application in the classroom.  Behaviorism seeks to encourage certain responses and/or behaviors through positive reinforcement, while discouraging others through negative reinforcement.  According to James Hartley (1998) as cited in Smith (1999, para. 4), behaviorism claims that it is important that the learner be active (rather than passive), that there is frequent practice, that there are clear objectives for the activity, and that there is reinforcement used as a motivator.  The book, Using Technology with Classroom Instruction that Works  (Pitler, Bubbell, Kuhn, & Malenoski, 2007), gives suggestions for reinforcing student effort and providing students with opportunities to practice what they've learned, which both are part of the behaviorist view .

One of the pillars of behaviorism is reinforcement of desirable behaviors.  The chapter in Using Technology with Classroom Instruction that Works titled, "Reinforcing Effort," describes ways that teachers, and schools, can reinforce students' belief that effort pays a major role in their academic success (Pitler et al., 2007, pp.155-164).  Through the use of spreadsheet software, teachers can help students track the correlation between their effort and grades, providing visual reinforcement of the positive effects of effort (pp. 156-161).  The authors also also provide examples of how effort can be reinforced through the use of surveys, bulletin boards, and web-based methods to reinforce the effort of students.

Another important part of behaviorism is providing opportunities for students to practice what they have learned.  B.F. Skinner, one of the biggest names in behaviorism, designed an instructional strategy called "programmed instruction," that was very similar to an online tutorial that tells you if your answer is correct or incorrect.  The chapter, "Homework and Practice" in Using Technology with Classroom Instruction that Works, lists several resources that are similar to Skinner's "programmed instruction" (Pitler et al., 2007, pp. 196-199).  One example is the Starfall Web site, www.starfall.com, where one game asks students to add the consonant to the start of a word to match a picture.  If the correct letter is added, the student is rewarded with the pronunciation of the word, but if they are incorrect, then the game honks at them.  This type of game can engage students, while providing automated reinforcement to encourage them when the get correct answers.

The book, Using Technology with Classroom Instruction that Works (Pitler et al., 2007), provides good examples of effective application of the behaviorist model of education.  While many aspects of behaviorism are unpopular in education today, reinforcement of behavior, and practice, are two aspects that can be very effective, and they are still frequently used today.

Resources:

Laureate Education, Inc. (Producer). (2011a). 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., Bubbell, E., Kuhn, M., & Malenoski, K. (2007).  Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education.  Retrieved from http://www.infed.org/biblio/learning-behavourist.htm