Social Learning in the Classroom

Humans are social creatures.  From birth we begin learning from our social interactions with others.  As students enter our classroom, we need to allow them to continue with what they do best – learning through social interactions.  As teachers it is our responsibility to provide them with the knowledge they need to expand on what they already know, and begin to grasp new concepts and work together with classmates in order to continue the learning process.  Orey, 2010 explains how students who are working together constructively on projects or in small groups, they are engaged in conversations which help them learn (Laureate Education, Inc, 2010).

Our learning resources this week gave us valuable information on how technology can enhance student learning through collaboration and social learning.  This is supported biy (Pitler, Hubbell, Kuhn & Malenoski, 2007) who state “technology facilitates group collaboration, providing structure for group tasks, and allowing members of groups to communicate even if they are not working face to face”  They explain how the interaction during cooperative learning enhances what is being taught.

My students use blogs and wikis, as well as a social networking education site to complete assignments (edmodo.com). They also create posters online through edu.glogster.com.  They can be assessed, by showing what they have learned and how they mastered the indicators they have been taught, they also have to provide feedback on each other’s work, and this makes them not only more engaged, but more responsible in the work they turn in, knowing that everyone can see it.  Social learning is a key component in my classroom, using these technology tools has not only made my students more engaged than I have ever seen before – it also has improved their test scores on the indicators they are taught.

References:

Laureate Education, Inc. (Executive Producer). (2010) Program Number 8: Social 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.

Constructivist/Constructionist Learning Theories

The instructional strategies described in the learning resources for this week, correlate with the principles of constructionism learning theory.  Using technology in the constructionist classroom allows students to be engaged and involved in their own learning.  Pitler et al explain the teacher should use technology to maximize instructional time and meet learning objectives (2007).  Constructionism encourages learning through exploration, creating artifacts, and sharing (Laureate Education Inc., 2008).  

Constructionism is used by teachers for student centered learning, where students are engaged and actively participate in their own learning. Orey explains constructionism by stating “it’s constructing anything using whatever tools you choose to use but it is all focused on the students being active and engaged in the constructing of artifacts. That is what constructionism is all about.” (Laureate 2008).

A project that I had my 5th and 4th grade reading/language arts class complete, was to make a “glog” to demonstrate their understanding of the books they were reading in literature circles. They worked in pairs to create their glog on edu.glogster.com. They were given a rubric, and certain criteria in order to demonstrate their understanding of setting, plot, problem/solution, and a response to literature. They were so engaged in the project, that they could not wait to work on their glogs and would login at home, at the library, and relatives homes just so they could continue to create these magnificent posters of their work, adding images, music, and graphics along with the text.

This weekend I will be grading the glogs, and next week my classes will have a presentation for our principal and reading specialist to show off their knowledge, and their wonderful creativity, and work.

The constructionism learning theory states people learn best when they build an external artifact or something they can share with others (Laureate Education, 2008). The glogs my students created for this project was completed by them building an external artifact, they will share with the class and with members of the faculty in our school.

References

Laureate Education, Inc. (Producer). (2008). Program seven. Constructionist and Constructivist Learning Theories [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.

Application 2

This week in EDUC  6711l-3, the learning resources, and discussion on our discussion board with colleagues and Professor Larson explored the behaviorism theory and it’s relation to instructional strategies in the classroom.  Also, how behaviorism is used in technological instruction in the classroom is being discussed.   Orey explains how the theory is based around Skinner’s operant conditioning theory, which combines reinforcement and punishment (Laureate, 2010). Orey further states, “reinforcing positive behaviors is the key” (Laurente, 2010).

One way the behaviorism theory is used in my classroom through homework via technology.  “As an extension of the classroom, homework provides opportunities for students to deepen their understanding of the content and to gain proficiency with their skills” (Pitler, Hubbel, Kuhn, & Malenoski, 2007, p. 187).  Furthermore students are given homework as an extension to practice what is taught in the classroom, “skills are not acquired without frequent practice” (Smith, 1999).   If students are given effective homework, it can be used to review and practice what is taught during the lessons taught in daily instruction.  I use technology to engage my students in completing their homework assignments.  As often as they can, I allow my students to express what they have learned by creating glogs to show their understanding of a concept.  Also, I am incorporating a blog to respond to our literature circles in the classroom, starting with our current author study.  The use of technology for homework, has also encouraged a few of my students to visit the local library more often, just to use the computer.  I allow my students who don’t have a computer at home, to use their recess or part of lunch time to use the computers in the computer lab for homework purposes.

An example of using software in my classroom which contributes to the behaviorism theory is using “clickers” for review and assessment. Using clickers allows me to create review and testing sessions for items that have been taught and that will be assessed.  I can create the questions and students can choose the correct answer.  The clickers give immediate feedback to the student and teacher as to who gets the correct answer, and who may need to be pulled for individual or small group re-teaching on a concept.  The students receive immediate feedback because the software tells them the correct answer, and this is positive reinforcement.  Students who get incorrect answers, usually seem to try to be more focused and are encouraged to try to get the correct answer the next time.

As with anything else, technology can be very valuable as a teaching tool with the behaviorism theory as long as it is used effectively to enhance student learning.

References

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

Laureate Education, Inc. (Executive Producer). (2010). Program Number One: Behaviorist Learning Theory [Webcast]. 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