Social Learning for Social Beings

            Social Learning is not the primary way people construct learning.  I believe that technology has helped me connect mathematical concepts to real life applications being used in professions that seem interesting to my students.  Dr. Orey discusses the value of differentiation among group members and how conversing with their peers can lead to learning the material (Laureate Education, Inc., 2011).  It is important to give students the opportunity to discuss, collaborate and create learning experiences for themselves to learn material better but I do not believe that it is the primary form of learning.  I think that it is more effective and “…helpful to use informal groups for short, impromptu activities that take no longer than a few minutes…” to solve problems to share different strategies and to discuss misconceptions (Pitler, Hubbell & Kuhn, 2012).  I have felt that smaller informal groups can be implemented on a daily basis where students can regularly converse about the material currently being taught. 

            The technology that would implement is problem solving using Syncpad mentioned in this week’s resources.  Students who have an iphone or ipod can be used to display mathematics on a virtual whiteboard (Pitler, Hubbell & Kuhn, 2012).  Using Syncpad for students to use during a project where they are asked to create a lesson that will be taught to their peers.  Students will collaborate and actively construct knowledge of the material when discussing the strategies they will use to convey the mathematical concepts.  Students will help each other understand the mathematical concept so that they all can be involved in displaying and explaining the lesson. 

            Using Syncpad or other types of technology in Project Based Learning can enhance the learning experience.  Technology can be another platform for students to discuss, plan and create ideas to be shared. 

VoiceThread URL:  https://voicethread.com/share/5828818/

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

(2^nd ed.). Alexandria, VA: ASCD

Under Construction, POST NO BILLS

          One of my favorite things about teaching mathematics is how often it is used in different aspects of our lives.  Using mathematics to determine the chances of a player winning a game to organizing data to be analyzed in finance are great ways to represent information clearly and concisely.  In this week’s resources, we read about Mrs. Omar’s assignment for her students where they made hypothesizes about possible investment strategies, entered formulas onto a spreadsheet, and graphed the exponential curves to determine which investments give the most return (Pitler, Hubbell & Kuhn, 2012).  Students doing a project like this are making educated guesses about different investments, then organize the data to be analyzed and determine whether or not they were correct.  A Constructionist learner uses trial and error to gain knowledge through distinguishing similarities and differences.  I really liked Mrs. Omar’s practical use of Excel Spreadsheet to teach her students how to use formulas, applications of finance and graphing exponential graphs.  The graphs that represent the different investment can clearly show the students as to which investment strategy would be best suited for them, which can be discussed between peers. 
                    In my classes, I have my students make posters by hand where they title the topic, display an example, and writing verbal steps that describe the mathematical concepts.  Viewing this week's resources, I can implement a constructionist project that we observed in Lynda Donovan's class that create poems based on the book they were reading.  I can have my students take a lesson they have already learned and make a poster on a word processor, power point or other graphic software.  Giving students the opportunity to demonstrate what they have learned, critically think about the solution, and learning to format the poster on their own.  I can also have my students take turns in groups to come up with lessons that they can teach to the class to reinforce new material.  Students can make slides and choose problems that will point out possible misconceptions.  
                

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning
              theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved
              from https://class.waldenu.edu

 Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works

(2^nd ed.). Alexandria, VA: ASCD

Cognitivism in Practice

                 What we see, hear, smell, taste and feel are all the senses we use to take in information and when people experience similar experiences we say to ourselves that we have done this before.  There are times where we know instantly whether we did this before and it isn't until we are in the act of a previous experience can we confidently say that definitely done it before.  On some occasions we even compare a new situation to a past one and simple use the skills gained into the new situation.  A cognitive learner, which I would say is many of us, uses their senses to store into short term memory and make connections to store into long term memory.  Dr. Orey discusses how a leaner could tie General Lee to the Civil War by making connections to Lee jeans they like to wear or General Lee the nickname of the iconic muscle car of The Dukes of Hazard (Laureate Education Inc., 2014).  Using prior knowledge to make connections can really help to trigger new information being learned through reinforcement or practice.  

                 Every individual learner will experience learning in different ways and organized forms of information are important to learn efficiently.  In the observation of the 8th grade math class, where the students were asked to use excel spreadsheets to analyze the results of their calculations displayed a great example of creating a new applicable experience that uses technology to help cognitive learners (Laureate Education Inc., 2014).  Students in the class were able to review their prior knowledge of addition and subtract while applying it an excel spreadsheet to analyze the results.  The excel spreadsheet helped the students to focus mainly on the statistics of their results rather than the computation of the numbers.  The activity is an effective way to have students review, learn through prior knowledge and critical thinking to reach a higher level of learning.  Students used an advanced organizer to learn and complete the task the teacher had structured around technology.  

                 Using advanced organizers like google docs to take notes or store information can help students to rehearse knowledge to store into their long term memory (Pitler, Hubbell & Kuhn, 2012).  I have always felt that questioning is a effective form of assessment that keeps students engaged while reinforcing the information that is being given.  

Click here for the interactive concept map.

References:

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and

            technology. Retrieved from http://projects.coe.uga.edu/eplt

            t/index.php?title=Main_Page

Laureate Education (Producer). (2014). Cognitive learning theories [Video file].

Retrieved from https://class.waldenu.edu

Laureate Education, Inc. (Producer). (2011). Cognitive learning theory. 

         Bridging learning theory, instruction and technology. 

          Retrieved from https://class.waldenu.edu

 Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom

          instruction that works (2^nd ed.). Alexandria, VA: ASCD

Behaviorism in Practice

            

           Motivation always seems like something teachers need to instill into our students to keep them interested in topics they may have little interest towards.  Many of the students that I have come into my classroom with very little motivation to do mathematics, so I begin my school year with many skill building lessons and activities for students to gain confidence through achievement that is reinforced on a regular basis.  Assigning homework and completing assignments successfully can help students gain the confidence needed to learn mathematics because of the trial and error learning curve.   The repetition of applying mathematical concepts through challenging examples with immediate feedback of success is important for students to experience.  Giving assignments and homework to students "...provides oppurtunites for students to familiarize thenmmselves with new concepts as well as to practice, review and apply what they've learned"  (Pittler, Hubbell, & Kuhn, 2005, p. 167).

Charts detailing student achievement on quizzes and effort seems like a great way to reinforce the motivation to continue working hard while recognizing success (Pittler, Hubbell, & Kuhn, 2005).  Being able to present a chart that correlates student achievement to student effort reminds students of their progress and how it can positively affect their academics.  Reinforcing desired behavior through the presentation of graphs and charts that notes their progress in real time.  Informing your students of their progress and what more they can do to be successful in the class gives students the opportunity for immediate satisfaction to continuously trying harder.
  
Behaviorists learn through positive and negative reinforcement, the charts, graphs, and homework assignments give educators the opportunity to give reinforcement.  Students can feel a sense of achievement through the completion of short tasks that they are able to accomplish.  In my own classes, I assign homework assignments every day for my students where they will also display the work.  

References

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works 
             (2^nd ed.). Alexandria, VA: ASCD.