The social learning theory

The social learning theory is defined as, “students actively engaged in constructing artifacts and conversing with others (Laureate Education Inc., 2010).  A major part of the social learning theory focuses around cooperative learning.  Cooperative learning is focused on having students interact with each other in groups in ways that enhance learning” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  The social learning theory and the instructional strategy of cooperative learning correlate because both focus on students working together to enhance the learning environment.  Both ideas focus on students learning from one another. I am a big believer in cooperative learning as I feel it prepares the students for real life situations.  I am a middle school teacher and I think it’s very important that I prepare more students for life after school.  Many times students have difficulty working together in small groups.  I am not in favor of groups large than 4 students because I feel many times one or two of the students in the group will do all the work. Our textbook states that groups must be kept manageable and combine cooperative learning with other classroom structures (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).   

I think the social learning theory which focuses on students working together and constructing an artifact with their knowledge is a way that allows the information to stick with the student. Cooperative learning focuses on students working in groups to solve a problem.  The teacher in the room is there to help guide them through the process but must allow students to search for answers and not just give them answers. Dr. Orey states, “Social learning theory contexts and culture are critical in constructing knowledge and understanding of the world around us” (Laureate Education Inc, 2010).  Technology has allowed this strategy to evolve where computers along with teachers can act as the experts in the classroom. Technology plays a key role in both strategies.  “Technology can play a unique and vital role in cooperative learning by facilitating group collaboration, providing structure for group tasks and allowing members of groups to communicate even if they are not working face to face” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  Not only is the Internet a tool that is helpful for this theory but tools such as PowerPoint can help students construct artifacts.  Technology and the social learning theory are allowing teachers to expand their classroom walls and have students working together in ways that until a few years ago was not possible. 

These strategies go hand in hand because of the central focus on students working together to solve problems and to enhance their learning.  The teacher’s job is properly preparing students to use technology, forming groups and to help keep the groups on task.  The social learning theory cannot work without cooperative learning because the students need to learn from each other.

References:

Laureate Education, Inc. (Producer). (2010). Social learning theories. Baltimore, Maryland.

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

Voicethread link

http://voicethread.com/?#u2435168

Constructionism

The principles of the constructivism and constructionism correlate to the instructional strategies, generating and testing hypotheses because they both focus on students creating their own work and thoughts to learn more from their educational experience.  Dr. Michael Orey defines the constructivism theory as a, “theory of knowledge stating that each individual actively constructs his/her own meaning” (Laureate Education Inc., 2010).  He is a strong believer in the constructionism theory as he states the following meaning of the theory, “a theory of learning that states people learn best when they build an external artifact or something they can share with others” (Laureate Education Inc., 2010).

Taking the definition Dr. Orey defines in this week’s video correlates to the instructional theory of generating and testing hypotheses because this theory is all about students creating their own work and sharing their findings with others.  The students are taking a hands-on approach to learning instead of the teacher just giving them the information and answers needed for the class. An example I use in my classroom is in 6^th grade health.  We learn about the dangers of second hand smoke.  I have the students listen to a mock trial about a woman who becomes very ill because of second hand smoke in her office building.  After the students listen to the trial the students are broken into teams and debate on who is to blame for the woman’s problems.  The students must form their own opinions and back up their opinions with facts from the trial.  They are also allowed to use their notes and textbook to help support their argument.  The students enjoy this activity and leave the classroom that day with a better understanding of the dangers of smoking. The students are using critical thinking skills and this forces them to think outside of the box.  “When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts and vocabulary, and enhancing their overall understanding of the content” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). 

Dr. Orey states that constructivism is forcing the students into a new way of thinking.  “Constructionism makes students more engaged in learning in the process of creating an artifact” (Laureate Education Inc., 2010).  Having students build something as simple as a PowerPoint presentation is an example of constructionism.  In my health education classes I have students work in pairs to create their own PowerPoint presentation on various topics.  This is an example of constructionism because the students are taking information learned and creating their own finished product with it.  This correlates to testing hypotheses because the students are using problem solving skills, and historical investigation by finding facts about the percentage of people who may have a particular disease.  “Technology can play a vital role in generating and testing hypotheses because new developments in probeware and interactive applets allow students to spend more time interpreting the data rather than gathering the data” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). 

This instructional strategy and learning principle are similar because both are focusing on students taking the information and concepts learned and putting it to use.  The students are not just memorizing facts but taking the information and making their own decisions and judgments about what they have learned.  Testing hypotheses used to be just thought of in science classes, but teachers are now using this strategy in all content areas through the use of new technology.

Resources:

Laureate Education, Inc. (Producer). (2010). Constructionist and constructivist learning theories.             Baltimore, Maryland

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

Virtual Field Trips

In cognitive learning, the individual learns by listening, watching, touching, reading, or experiencing and then processing and remembering the information. (Laureate Education, Inc., 2010).  Concept mapping supports cognitive learning theory because the concept map is allowing students to learn from listening, watching, touching, reading and experiencing.  The students in many concept mapping examples are using real life examples and not only reading about them but seeing them as well.  Concept mapping and cognitive learning can go hand and hand because both are stressing the importance of learning through interaction.  The concept mapping theory allows students to learn cognitively because of the way the concept map allows classrooms to expand from just their classroom walls and gives the students various ways to understand the concept or material.

The impact of virtual field trips and concept mapping tools has and will continue to change our classrooms.  Students have the ability now to receive information from outside sources and it also allows them to share information with each other.  Concept mapping is a great tool to organize your thoughts and to present information to your students to help them understand the direction the class or concept is going.  Pictures and written descriptions help clear up any confuse the students may have and helps keep them on task.  Virtual field trips allow the students to learn from another voice and not just their regular teacher.  The students have a greater ability now to understand and use the information because they are gathering information from various sources.  A virtual field trip takes your class to a museum or a location that you could never visit as a class but because of this tool the students feel like they have visited the site even though it was just through a computer screen. 

Resources:

Laureate Education, Inc. (Producer). (2010). Cognitive learning theories. Baltimore, Maryland

Instructional Strategies

The instructional strategies, reinforcing effort and homework and practice correlate to the principles of behaviorist learning theory in many ways.  Dr. Michael Orey states, “That behaviorism revolves around operant conditioning.  Operant conditioning has two primary mechanisms, one being reinforcement of desirable behaviors and two punishment of undesirable behaviors” (Laureate Education Inc., 2010).  One way to reinforce effort is by creating a rubric which gives students a clear idea of what effort looks like (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  The behaviorist learning theory believes that teachers must change student behavior to help them succeed.  Many times students do not realize until later in life the importance of always trying their best.  By focusing on reinforcing effort you are helping change a student’s behavior and attitude towards learning.  Many times this is a more difficult challenge than actually teaching the students a concept.  The creation of the rubric helps students see clearly the relation between their effort and grades they earned on the tests.  Students will change their behavior because they can now see what behavior is acceptable and successful.

Dr. Orey stated in the video titled, Behaviorist learning theory that, “Reinforcements are more powerful than punishments” (Laureate Education Inc., 2010).  The instructional strategy of homework and practice correlates with the behaviorist learning theory because once again you are trying to shape student behavior.  No matter what subject in school or professional experience the only way individuals improve their results is through practice.  Practice makes perfect.  “Homework and practice give students a chance to review and apply what they have learned” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  As educators any skill we want our students to learn they must work at it to achieve it at a proficient level.  Teaching students the importance of effort and helping them create a work ethic are supported by allowing them practice time and shaping their behavior to what we think will make them successful.  “Typically, students need about 24 practice sessions with a skill in order to achieve 80- percent competency.  Because it is easy for errors to slip in when are students are practicing, teachers, should give feedback as quickly as possible” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).  This fact also correlates to what Dr. Orey states about the behaviorist theory.  “The behaviorist learning theory is a powerful strategy for managing behavior, clearly stating procedures and wanted behaviors” (Laureate Education Inc., 2010).  The wanted behaviors in this situation would be the correct answers and the process needed to complete the problem.

In conclusion the behaviorist learning theory focuses on shaping student behavior.  The two learning styles discussed this week focus on working towards creating the behavior wanted.  Homework and practice are great reinforcement tools to help shape student learning.  One of the biggest challenges in education is motivating students to work hard.  Many times when students cannot complete a task or do not understand a concept they give up.  By rewarding effort and teaching them the importance of effort you are helping them succeed in the classroom and later in live.  This correlates to the behaviorist theory because once again you are trying to shape behavior by implementing procedures and shaping what type of behaviors are acceptable and what type of behaviors are not. 

References:

Laureate Education, Inc. (Producer). (2010). Behaviorist learning theory. Baltimore, Maryland

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