Let's build something to remember...

In our resources this week, the use of a spreadsheet program was discussed in relationship to working with students on creating a project to demonstrate learning. Although I teach English and would find limited use in this program, I can see how it would be extremely useful in a science or math class.

From the constructionists point of view, students learn best when they are creating or building something to share with their classmates or even a larger audience. By using Excel, students are not only learning the facets and capabilities of this program, but they can also use the program to enter data an analyze information. With so much technology readily available with the click of a button, it seems ridiculous to spend so much class time with a pen and paper in hand when students can input information and within a short time have data available to analyze! The program is just the vehicle to learning, coming to their own conclusions, and deciphering their data. From that information, students can then move on and create something bigger and better based on that information.

This type of project also supports the constructivist theory by allowing students to come to their own conclusions and create their own meaning based on the information at hand. More specifically, allowing students to make and test hypotheses gives students the opportunity to do the same. They can determine what they would like to focus on based on the given information.

It's all in your head...

Some of the instructional strategies discussed in this week’s resources are perfect examples of how to accommodate the cognitive learning theory. A couple of examples that truly correlate to the cognitive learning theory are the concept mapping and the virtual field trip.

I cannot believe that I hadn’t thought of this sooner although I have a feeling the lack of technology in my school plays a significant part. Concept mapping as a form of note taking is the most ingenuous and efficient use of note taking and class time I have ever heard of! Based on the dual coding hypothesis the brain can function more effectively when given an image and words to help remember and learn the incoming information. They are creating a physical image that they can use to remember their notes they take on any given topic.

Another use for this concept mapping is in the form of advanced organizers to trigger prior knowledge. The best way for students to learn new pieces of information is to connect the new content to something they already know and can relate to. Using the network model of cognitive learning theory, teachers can create paths to new learned information by giving students concepts they already learned and creating that connection to new information. Using concepts maps allows students to brainstorm about information they already know, activating that prior knowledge, so they will be ready to take on new information at that time. It is then the instructor’s job to make the connection between the two topics to allow students to truly understand the information. For instance, Mr. Corum’s class uses Inspiration as a way to brainstorm a concept map of beliefs about the causes of the Civil War. Not only are the students able to activate prior knowledge—anything they previously knew about the war—but they also can see a visual representation of the class’ ideas, doubling up on cognitive theory and representing the dual coding hyposthesis.

The virtual field trip is also an excellent example of using cognitive learning theory. It is always easier to reflect on memories connected to important and exciting events in our lives. So based on the human tendency to remember these types events more clearly, the virtual field trip allows teachers to “create” an event in the students’ memory to help them learn the information. This episode in their brains allows students to recall information because it’s connected to some exciting event that a teacher created as a pathway to learn new content. Learning is turned into an experience rather than a simple lesson.

All of these instructional techniques represent the use of the cognitive learning theory. However, when the theories are combined the results are greater for the students. Many different avenues can be created to help students learn!

Check out the following website for a cool virtual tour of Auschwitz for a Holocaust experience.

References:
Laureate Education, Inc. (Executive Producer). (2009). Bridging learning theory, instruction, and technology. Baltimore: Author

Take a seat, Skinner. You're here to stay!

The effort rubric described in Chapter 8 of Pitler’s Using Technology with Classroom Instruction That Works (2007) directly connects to the behaviorist theory first discovered by Skinner and Watson. Using the effort rubric facilitated by the Microsoft Excel program allows students to log their current effort based on categories like homework, participation, and attention which are set up in a rubric ranging from a total of 4 points (proficient) to a score of 1 point (not acceptable). Students can then simultaneously log assessment scores. In each time period, the student can track the obvious relationship between the two scores.

This activity reflects the behaviorist theory, showing the reinforcement students receive by seeing the correlation between the scores. When they log more effort points, they can see the scores on their assessments rise, and when they log a lower amount of effort points, they see a drop in scores on their assessments. They are positively reinforced with high scores on assessments, increasing the likelihood in continuing the behavior of participating in class more and asking questions, attempting homework questions and using class notes, and paying attention in class. When they receive lower scores on assessments corresponding to their lower effort scores, they see the consequences of a bad grade. Being able to use a spreadsheet program to easily enter scores, helps students to realize the positive and negative effects of their effort.

I, too, have tried something similar to this; however, I tried it without the use of technology. Every year, I use writing portfolios in my classroom, so students can see their growth from the first essay they write in September to the last essay they write in June. For me, the evidence was clear. It proved to be interesting to see the growth of students, but without the visual and concrete data to back up my opinion, students were less likely to take my opinion for truth. The valid evidence was not straight forward enough for them to make a change in the behavior because they were just simply relying on my professional opinion.

So, what would I do to make it work? Simple. I need to create a clear rubric with expectations of effort, and instead of just keeping the assignments in their folders until the end of the year to see change, we can see change all year long by tracking it (even if we have to do it manually!) It seems simple enough, so why haven't I tried this before!?

This site gives some insight into using this type of achievement tracking in your class. The number one tip on this page:

• Students do not necessarily realize the correlation between effort and success.

And if you are not completely convinced of the positive effects of showing students that effort matters, possibly more than the outcome, I'll leave you with the trascendental words of Sophocles, "Success is dependent on effort."