Social Learning Theory

I believe the social learning theory is another effective way of educating students.  Michael Orey reports social learning as a way for students to learn through interactions with others.  The theory suggests that students will be impacted by the social interactions that occur while working with their peers.  One way the theory is put to the test is when students must teach their peers.  An example discussed was when medical students could articulate a solution to a problem, but not actually apply their learning to solve the problem.  Michael Orey described this as situated cognition.  The social learning theory is one way to help dissolve this issue as peers are responsible for teaching one another while the teacher acts as a facilitator. 

The Internet makes the social learning theory more suitable in classrooms today.  There are many resources on the Internet that allow students to work collaboratively on projects via the Internet.  Technology can facilitate group interactions while providing structure for group tasks, and allows members of groups to communicate even if they are not face to face.  Technology allows schools to service students at anytime and facilitate their growth into lifelong learners. 

There were several resources listed this week.  One that I am familiar with and have used in the past is WebQuests.  WebQuests are activities that allow students in a class or from different locations to work on a project or tackle a particular problem.  They focus on using information rather than finding it.  I designed a WebQuest for sixth grade students that took them on an African safari.  The students had to gather the supplies they needed and then change routes as they encountered issues with the animals.  This is definitely a task to be taken on in groups.  The students worked together to complete the webQuest.

Social sites were listed as a resource as well.  I have began to use edmodo in my class for my students.  Only my students and their parents are allowed to log into our account.   We began to use it as a place for discussion about books.  We have taken surveys on this site.  Students have shared accomplishments with one another.  I believe that our class is more of community since we began this site.   I like the way the students drive one another on this site.  There are times during classroom discussions that I must stifle the conversation for lack of time, but on this site they can carry one the conversation.  At times, I have posted a comment from class that day just to continue the conversation.

Social learning theory is like the other theories.  It has a place in my classroom with behaviorism and constructivism.  They are all embedded into my classroom.  I believe to reach all students you need a variety of teaching styles.

Voice Thread
https://voicethread.com/?#u2624020

References
Pitler H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Alexandria, VA: ASCD

Laureate Education, Inc. (Producer). (2011). Social Learning Theories. [DVD]. Bridging Learning Theory Instruction and Technology. Baltimore, MD: Author

Instructional Strategies for Constructivism and Constructionism

Both constructivism and constructionism theories deal with students creating their own meaning by constructing it themselves.  This involves the students being very active in learning.  Teachers are more of facilitators in this type of environment which can be very challenging at times. 

This weeks resources focused on how technology can help students with this type of learning environment.  Michael Orey suggested allowing students to create meaning through the use of PowerPoint.  Turning students loose to research information and then organize it in a manner that is presentable can be a very challenging task.  I believe students need to be taught to learn in this manner.  They need to be shown proper ways to research and organize information.  This is where the challenge happens in classrooms.  Teachers think they must spend so much time teaching content standards that they do not take the time to teach these other important skills.  I realized the hard way that my students were ready for this type of learning.  I allowed my students to research an area in the state of Indiana and make a brochure to persuade others to visit the area.  The students were engaged in the learning and were teaching each other how to find information.  Most all of the class was active in this process.  I was surprised at their creativity with this learning activity.  I have also allowed my students to make news broadcasts telling everyone about the upcoming weather and how to stay safe.  This was after reading books in our reading workshop time about weather.  I gave them a rubric of expectations and turned them loose for four days to prepare.  The ideas they came up with were more creative and brilliant than I ever could have created.  It also built on 21st century skills of collaboration which proves to difficult for fourth graders with no exact direction.

 It is difficult for some of my students to not be given very specific directions, but I am learning there is great value in me taking a step back and having them create their own meanings.  I am fortunate enough to be able to give my students these opportunities with technology.  It concerns me though the students who are not fortunate to be able to learn through this manner. 

  References:
Laureate Education, Inc. (Producer) (2010) Constructionist and Constructivist Learning Theories.

Cognitive Learning

Cognitive Learning happens in three stages. Students engage in sensory input.  This information is stored in the short term memory or working memory.  Then once it has been put to use enough or connections have been made the information becomes stored in long term memory.  This is the ultimate goal in terms of learning.  The trouble with this type of learning is that not all students are going to make the same connections thus not all will store the new learning in long term memory.  This is where the use of organizers is beneficial to all students.

The idea of concept mapping is not new to education.  It is a great way to organize thoughts.  The use of technology in concept mapping is a new idea to me.  Concept maps allow students to make a dual coded connection.  Michael Orey reports that dual coded connections are more likely to create long term memory.  Students will get the benefit of visual and text with concept mapping.  I believe concept maps would be very beneficial in the beginning for introduction of a unit or at the end to summarize the learning.   

Graphic organizers can be used in many ways to introduce new information.  This would be one way to tap into the learners background knowledge and possibly expand it for working memory to take place. 
Using technology as a tool for introducing new materials will spark interest in students.  Most students are familiar with technology well beyond that of their teachers.  Allowing students to engage in the creation of concept maps and graphic organizers will likely produce long term memory. 

Behaviorism

When I initially think of behaviorism, I think of what some people would call the "old school" way of teaching.  This comes to mind for two reasons: one is B.F. Skinner's idea of operant conditioning.  This means that we reinforce the desired behaviors with praise or reward.   An example would be rewarding the students who turn in all their work on time with free time. The hope would be that this would promote this positive behavior thus increasing the learning taking place. The other side of this theory is to ignore or most often punish the undesirable behaviors as a way of trying to decrease the behavior.  An example would be taking away recess for a student who did not complete their work.  I believe this is used in some form in most classrooms.  I know that I try to use praise and reward as an effective method, but sometimes consequence and punishment are used also.  Both can be an effective way to manage behavior in the class.  The second idea of behaviorism is that drill and practice are the best methods to teach skills. 

The drill and practice of skills is particularly important when thinking of remediation of students.  Michael Orey states that students are sent to practice skills on a computer because they have not mastered the skills in the classroom.  He notes there is a negative connotation with this.   The resources provided this week are drill and practice sites that students could use to gain expected skills for the classroom.  I believe the skills that could be practiced are valuable to students.  Some of them like math facts or grammar rules are skills that I think students would benefit from the practice and drill method of behaviorism.  I think students would enjoy the ease and simplicity of the sites while still mastering an important skill.  I also believe that this type of learning could be used for summer practice and practice at home.

All teachers want students to learn.  It is our job to be certain to find the best method for each child.  I believe a variety of methods is most effective in meeting the needs of students.  The sites listed follow the behaviorism method of teaching through practice and drill.  I believe there is room for this in the classroom, but do not believe it should be the only method of teaching any skill. 

Laureate Education, Inc. (Producer). (2011a). Behaviorist Learning Theory [DVD]. Bridging Learning Theory Instruction and Technology. Baltimore, MD: Author

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