Cognitive Learning

To me, the cognitive learning theory is all about making as many connections to a concept as possible so that it is easier to retrieve from the long term memory at a later date (Orey, 2008). This means using as many tools as possible to communicate one concept. In our video this week, Dr. Orey discussed the theory of Elaboration which is the primary mechanism for storing information in the long term memory. We use this theory when we make a concept memorable through connections in the brain. This is particularly enhanced when we integrate our senses in a lesson.

One particular useful tool is the inclusion of graphics and visuals that relate to the concept we are learning. When students can see what the teacher is talking about, it is easier to remember it. That is why I am a big fan of virtual field trips. We can talk about what a place looks like and even show some really nice pictures, but when a student can experience an actual tour from their classroom, it trumps traditional teaching methods. Other than actually being their themselves, it is a much better method than describing a place with words or still-life pictures because it creates a more vivid image in their brains and makes for a better memory.

I took the idea of a virtual field trip and used it for our science lesson on the life-cycle of a butterfly. For this lesson we do a number of things - we make flip books, we read non-fiction texts, we read fictional text such as The Hungry Caterpillar, and we have actual caterpillars that will eventually become butterflies. All of those are great tools to make mental connections in the brain but nothing is more powerful than watching an actual caterpillar emerge from it's chrysalis as a butterfly. With our live butterflies, we miss a lot of the action when we are not in the classroom so I searched for an online video that showed the event. I managed to find a great one that I was able to access at school on the PBS website - http://video.pbs.org/video/1063682334/chapter/1/search/butterfly The video is very long but I mapped out the exact times it could show the event (49:20-43:44). Just in those six minutes, the students were amazed at the transformation that was happening right before their eyes. The strong visual made a huge impact on what they were learning.

We then took that information we learned and made a flow chart (graphic organizer) to map out the information we just witnessed. In my class, we are huge fans of Kidspiration and we use it a lot to develop our own graphic organizers. This is a great tool to use when stating the goal (Essential Question) and then developing a systematic way of answering that goal through a graphic organizer (Pitler, Hubbell, Kuhn, and Malenoski, 2007). This is just another visual tool that assist the students in storing the information they are learning into their long-term memory.

-Ashley

Behaviorism in the Modern Classroom - Application 2

Behaviorism is one of the oldest learning theories still used in today's classroom. The ideas John B. Watson and B.F. Skinner brought to the classroom centered around achieving a desired response based on reinforcement (Orey, 2001). Reinforcement can be positive or negative and sometimes teachers may also use punishment. Many teachers use behaviorism when it comes to classroom management plans. They will use positive reinforcements (such as rewards) when students do something well. They may also use negative reinforcement (ex. taking away homework for a night) when a student deserves it. At times, teachers may also use punishments to stop an unwanted behavior (laps at recess) (Orey, 2007).

In the book, Using Technology with Classroom Instruction that Works, Pittler, Hubbell, Kuhn, and Malenoski (2007) used a form of behaviorism to encourage effort. In the chapter Reinforcing Effort, they suggested using a rubric to foster effort in the classroom. With the rubric, students earn points for the notes they take, the attention they give in class, their participation (questions and answers they contribute), their homework, and the amount of studying they do. The rubric is the tool they use to encourage effort and discourage lack of effort. Students are required to keep up with their points on a spreadsheet to determine their weekly overall grade. This is where the technology becomes important because students can convert their spreadsheets into graphs to see their growth (the reinforcement) and where they need to improve. They can then come up with personal goals for the following week.

When I was young, homework consisted of math problems from a book, papers, projects on poster boards, and worksheets. While they served their purpose of providing practice of a skill or showing what I have learned, they all had one common flaw. I had to wait until the following day or sometimes longer to see if I had done the assignment correctly.
When it comes to homework and practice, using technology has an added bonus - immediate feedback. This is something behaviorists use when wanting to reinforce concepts and skills. Through the text, I learned a great deal on how technology can really enhance the homework experience. Even something as simple as using a work processor can make homework better. Using spell check, the thesaurus, and even a grade-level rating system gives students an understanding of the quality of their work (Pittler, Hubbell, Kuhn, and Malenoski, 2007). Using spreadsheet software for math problems is a fantastic way for students to review their work and check for accuracy. And finally, my personal favorite, is using multimedia websites or programs (such as games) can make homework not only fun but give students immediate feedback on questions answered right or wrong. With technology, students are reinforced while they are working instead of waiting until the following day to see if their work was done correctly.

After reading this weeks resources, I thought about my own classroom and how I use behaviorism for homework and to promote effort. For homework, some days I will assign students to play a math game to practice their facts. I will also assign game sites that focus on reading or a concept we are learning in science or social studies. Parents will have to sign off letting me know their child played for a certain amount of time. Usually, I require 15 minutes. Some website I use are:

http://edweb.tusd.k12.az.us/ekowalcz/math/elementary_web_sites.htm

http://coolmath4kids.com/

http://www.starfall.com/

http://www.gwinnett.k12.ga.us/MinorES/phonics.htm

References:

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

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/

“Behaviorist Learning Theory” featuring Dr. Michael Orey.