Social Learning Theory and Cooperative Learning

According to the article Social Learning Theory; An Overview of Bandura’s Social Learning Theory people can learn new information and behaviors by watching other people.  Think back to your childhood, did you watch a parent and act like they did or if you are a parent, did your child ever say a phrase that you said when you were mad without fully understanding it?  If so, then you have experienced social learning.   This week this course took a closer look at the concepts of cooperative learning and the Social Learning Theory.  These two ideologies focus on the role of interaction between students and others in the classroom and how cooperative tasks can provide for a positive and lasting learning experience.

I really agree with the idea that students learn from each other and by working together to build an artifact.  There are a number of ways in which our students can use technology and collaboration to build understanding of content.  Some examples are given in the course text Using Technology with Classroom Instruction that Works such as creating a video project, webquests and the creation of a website.  Projects such as those listed above are a great way for students to work with each other to form understanding.  Dr. Orey states that through collaboration students are able t to bounce ideas off of each other,  get validation from each other for good ideas and encouragement as the attempt to complete the assignment (Laureate, 2010).  As digital natives our youth must be able to use the technology they have grown up with and be prepared to apply that to the larger global world that we now live in.   Teachers can help prepare students for such a difficult task by creating learning opportunities that embrace the social learning theory.  When this is done and done well, our students will not only be prepared for the demands of ever changing technology but they will also be comfortable in a work environment in which collaboration will be paramount.  

In social learning theory Albert Bandura (1977) states behavior is learned from the environment through the process of observational learning.   The concept of observational learning is very much a part of today’s classroom.  Teachers who embrace the opportunity for their students to learn from one another as they create an artifact are not only creating meaningful learning in the classroom, but preparing their students for success beyond the walls of the school in the real world.

References

Laureate Education, Inc. (Executive Producer). (2010a). [Webcast]. Social learning theories. 

                Baltimore: Laureate Media.

Laureate Education, Inc. (Executive Producer). (2010b). [Webcast]. Connectivism as a learning

                theory. Baltimore: Laureate Media.

McLeod, S. A. (2011). Simply Psychology; Bandura | Social Learning Theory. Retrieved from

                http://www.simplypsychology.org/bandura.html

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

                instruction that works. Alexandria, VA: ASCD.

Constructivist Theory and Constructionism as a Tool for Today's Educator

            As teachers, we are constantly searching for the methods that will create a learning experience that triggers long term understanding.  As we have learned throughout this course, there are a number of tactics teachers can use.  This week the course focused on the use of constructivist and constructionist learning theories.

            Dr. Orey points out that constructivist learning theory is based of the idea that, “each individual actively constructs his/her own meaning” (Laureate, 2010).  This is usually created through experiences that students have had prior to the lesson.  He also discussed constructionist learning which is the belief that people learn best when they build an external artifact or something they can share with others” (Laureate, 2010).  Broken down, constructionist theory basically states that if individuals are able to create their own understanding, the learning experiences becomes much more effective.

            One example of how students construct their understanding of content in which they create a PowerPoint presentation (Laureate, 2010).  By allowing students to manipulate the content and organize it in a manner that works for them, students are able to create a final artifact that displays understanding and can also be used to help others their age understand.  As the students match pictures with content, not only are they constructing a final artifact, but they are also using dual coding to help solidify the content.  I personally believe this is a great idea.  Instead of just filling the student’s heads with knowledge, they manipulate the material and make connections based on the individuals learning.  I feel like this is a great way for all students to master the same material.  Its not just notes and regurgitate the information, with constructionist thought we now ask them to chew the information taste the information and really process and make sense of the information we are giving them.  Upon completing the project, they have something to show for their learning.

            This week the resources really focus on the student’s role in their own learning.  Through constructivist and constructionist learning, students have the opportunity to manipulate content, organize it, and create a learning experience that is driven by their effort and diligence.   That is what constructionist theory is all about, the students learn by the connections and artifacts that they create instead of being spoon fed facts that they are just supposed to remember.  I can certainly say that my approach will change a bit as I tend to be a teacher-centered educator.  After digging into this weeks material, I see that sometimes the best learning comes when students discover and create understanding on their own.

Resources:

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Constructionist and
constructivist learning theories.   Baltimore: Laureate Media.

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

The Cognitive Learning Theory in Action

This week’s learning resources offered great insight into the use of Cognitive Learning Theory as educators.   I found that in my classroom; practice many of the component pieces of the CLT without even knowing that I am doing it.  Those components are limited short term/ working memory, elaboration, dual coding hypothesis, and network model of memory” (Laureate Education, 2010).  Dr. Orey points out that use and understanding of these methods are great ways to teach students and provide a deeper understanding.

Dr. Orey discusses the idea of network memory in which each idea is connected to another.    He also mentions that concept mapping replicates the network model of learning.  I liked the idea of using Inspiration software as a mapping tool.  In college I became familiar with the software and really enjoyed using it, but I have not utilized it as a teacher.  I feel that allowing kids to visualize the connections that should be made internally is a founded way to create lasting learning.  I have created hard copies of concept maps, but the software will really allow students to make the connections in a manner that make sense individually instead of a map created by me.   

Inspiration also allows students to use dual coding.  It is noted that people can remember pictures much better than text Laureate Education, 2010).  The visualization created by the advanced organizers will serve to create strong learning connections.  Another strategy for instruction through CLTs is through the use of media (Pittler, Hubbell, Kuhn, & Malenoski, 2007).   I use a lot of PowerPoint in my instruction and with those slides I include tons of pictures weather it is the Holocaust or Vietnam, pictures accompany notes to paint a picture of what it was really like during those time periods.  This serves to create a more complete picture of events in the past. 

The final component of CLT is elaboration.  Elaboration allows individuals to store information in long term memory.  I feel that use of pictures and movie clips allow kids to make connections.  They may not be the type of connections that we would make but what is important that it works for them.  For instance a clip of the movie We Were Soldiers starring Mel Gibson may help a student connect the information of Vietnam.  They may have seen another Mel Gibson movie and they connect his appearance with the reality of jungle warfare.   In making these types of connections, students elaborate on information that they already have stored and connect that with new information to formulate a new understanding.

References

Laureate Education, Inc. (Executive Producer). (2010). [Webcast]. Cognitive learning theory.

             Baltimore: Laureate Media. 

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom

instruction that works. Alexandria, VA: ASCD.

Behaviorism and Technology

As an educator, one is constantly searching for ways to get the most out of each student.  We want them to be the best mathematicians, historians, and writers.  One way that many teachers use to accomplish this is through the use of behaviorist principles.  In certain cases we use positive reinforcement and in others we use negative, but no matter what type of conditioning educators use, it is for the purpose of brining out positive behaviors and actions.

            This week’s learning resources provided the strategy of reinforcing effort.  Reinforcing effort is defined as an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).   It is imperative that teachers do their best to use positive reinforcement.  Of the two forms, positive is the most powerful (Laureate, 2010).  When I tell a student that I am proud of their work, or call home to inform a parent that instead of their child being in trouble that they should commend them on an excellent job it has a profound impact on them.  It also does a great deal to highlight what behaviors are favored in the classroom.  As a high school teacher, I don’t do star charts or warning cards, but I will verbally praise students constantly.  I try to establish what I feel is acceptable behavior and practice and what isn’t. 

            Another strategy that I found helpful that connected to behaviorist principles was the text section on homework and practice. Homework and practice is an instructional strategy that “give(s) students a chance to review and apply what they have learned” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  When a student works toward gaining an understanding through practice, their effort is reinforced when the student comes up with the correct answer.  They take the skills given by the teacher at an earlier point and apply those skills over and over, with each correct answer their effort is reinforced and even incorrect answers reinforce that the behavior that contributed to the incorrect answer is not one the student should use again.  A number of possibilities exist for students to utilize technology in this strategy.  One that interested me was the use of multimedia software to provide engaging content and immediate feedback to help the student practice and master concepts (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  I recently used icivics.org to teach important Supreme Court cases.  I thought it worked wonderfully.  Students were challenged to make decisions based on the evidence given and learning could take place at the learners pace.  I loved the fact that the games court judge rewarded good evidence and questioned shaky evidence.  I used this as an experiment with seniors and they all worked like 5^th graders trying to solve the problem.  I will definitely use the software again.

            Today’s educators have a wealth of resources at their disposal.  These resources not only provide content, but also help to reinforce those behaviors desirable to the teacher and to learning.  I cannot believe the amount of information I have gathered as a result of these courses.  We don’t have to do it all on our own, there are other educators out their who are fighting the same battle.

Behaviorism and Technology

As an educator, one is constantly searching for ways to get the most out of each student.  We want them to be the best mathematicians, historians, and writers.  One way that many teachers use to accomplish this is through the use of behaviorist principles.  In certain cases we use positive reinforcement and in others we use negative, but no matter what type of conditioning educators use, it is for the purpose of bringing out positive behaviors and actions.

            This week’s learning resources provided the strategy of reinforcing effort.  Reinforcing effort is defined as an instructional strategy that “enhances students’ understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).   It is imperative that teachers do their best to use positive reinforcement.  Of the two forms, positive is the most powerful (Laureate, 2010).  When I tell a student that I am proud of their work, or call home to inform a parent that instead of their child being in trouble that they should commend them on an excellent job it has a profound impact on them.  It also does a great deal to highlight what behaviors are favored in the classroom.  As a high school teacher, I don’t do star charts or warning cards, but I will verbally praise students constantly.  I try to establish what I feel is acceptable behavior and practice and what isn’t. 

            Another strategy that I found helpful that connected to behaviorist principles was the text section on homework and practice. Homework and practice is an instructional strategy that “give(s) students a chance to review and apply what they have learned” (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  When a student works toward gaining an understanding through practice, their effort is reinforced when the student comes up with the correct answer.  They take the skills given by the teacher at an earlier point and apply those skills over and over, with each correct answer their effort is reinforced and even incorrect answers reinforce that the behavior that contributed to the incorrect answer is not one the student should use again.  A number of possibilities exist for students to utilize technology in this strategy.  One that interested me was the use of multimedia software to provide engaging content and immediate feedback to help the student practice and master concepts (Pitler, H., Hubble, E., Kuhn, M., & Malenoskie, K., 2007).  I recently used icivics.org to teach important Supreme Court cases.  I thought it worked wonderfully.  Students were challenged to make decisions based on the evidence given and learning could take place at the learners pace.  I loved the fact that the games court judge rewarded good evidence and questioned shaky evidence.  I used this as an experiment with seniors and they all worked like 5^th graders trying to solve the problem.  I will definitely use the software again.

            Today’s educators have a wealth of resources at their disposal.  These resources not only provide content, but also help to reinforce those behaviors desirable to the teacher and to learning.  I cannot believe the amount of information I have gathered as a result of these courses.  We don’t have to do it all on our own, there are other educators out their who are fighting the same battle.