EDUC - Connectivism and Social Learning in Practice

 

Connectivism and Social Learning in Practice

          Perhaps the most interesting topic to me as an educator in this technological world is the idea of social learning theory. With the advancements in technology today, we have become a world of social networks. We are now able to interact with people that we have never imagined we could interact with before. We can use those interactions to learn more information about a given topic, obtain feedback about something we are working on, and use that feedback to reflect and improve on practices and ideas that we may use in our job, our education, or our personal lives.

            Orey (Laureate Education, Inc., 2011a) says social learning theory principles build upon constructionist thoughts in that individuals learn best when they build or create something. Social learning theory takes that idea a step further and says the creation of a product or artifact becomes more powerful when individuals work together, share responsibility, and articulate their thoughts about what they are doing/learning. Davis, Edmunds, and Kelly-Bateman (as cited in Orey, 2001) discussed the idea that learning does not happen in isolation. “It is at the intersection of prior knowledge, experience, perception, reality, comprehension, and flexibility that learning occurs” (para. 1). These thoughts relate to the idea of connectivism, where according to Orey (Laureate Education, Inc., 2011b), learning occurs when networks are formed and knowledge is distributed across networks. Environment is a key factor in connectivism because we construct meaning based on how we make sense of the world. Obviously, technology plays a role in connectivism and social learning because it allows students to create content to teach ideas to each other and participate in the social aspects of learning (Laureate Education, Inc., 2011a). Futhermore, Heenan (Laureate Education, Inc., 2011c), a teacher who uses VoiceThread in her classroom, says technology allows teachers to differentiate lessons and meet the needs of all learners.

Cooperative Learning

            Cooperative learning can take place in a variety of ways and can be used to accomplish a number of tasks, products, or assessments. It displays many principles of social learning theory in that students can interact with their peers to either build a product or artifact and/or construct meaning about a given topic. According to Pitler, Hubbell, and Kuhn (2012), the key component in social learning is the social interaction because “as students talk through material, they deepen their understanding of it and become more conscious of the strategies necessary for arriving at an answer” (p. 73). Cooperative learning can be implemented for almost any type of learning activity from class discussions, debates, and questioning activities to creating plays or skits, making multimedia presentations, or even a web site.

According to Pitler et al. (2012), the key to cooperative learning is to create opportunities for students to engage in positive interdependence while also being held accountable for their role in the group as well as understand content knowledge. Cooperative learning can be done through various social networking sites and collaboration tools. Let’s take a look at some examples of those useful tools now.

Social Networking

            Blogs, Skype, and Facebook seem to be the big social networking tools that everyone is using today. Tools like Facebook are a huge influence in today’s world. Facebook allows people to have access to a wealth of information in just one place. Many adults do not know the benefits of RSS feeds and therefore Facebook helps alleviate some of the need to search multiple sites for information. My daughter’s school has a Facebook page that shares updates, weekly activities, and fundraising information. I love that the information comes right up on my newsfeed and I have no need to actually visit their web site when the information is all in one place I visit often.

            The only problem with some social networking sites like Facebook is too many schools take the stance that it is bad rather than opening up to the idea that knowledge is power. If we embrace these tools and teach kids how to use them the right way, some of the negativity and inappropriate use will diminish. Edmodo is a tool similar to Facebook but it is a safe version of the site that can be used in the classroom setting.        

            I have also talked about blogging multiple times in my class discussions and previous blog posts. It has truly engaged and motivated my students while creating a sense of community. Pitler et al. (2012) say these factors are important aspects of social learning. While our class blog does not necessarily focus on content knowledge, the students can offer suggestions about their ideas and feedback about their written content and conventions. Students are more engaged in creating written work now because it is no longer just for the teacher to read; it is for an audience of their peers.

            Check out our latest blog assignment here: http://kidblog.org/MrsDerflersClass/fb471027-c8b2-4826-a7b2-07ca192b3a73/blog-assignment-2-your-choice/

            Here is the main page to see some of the students’ blog posts: http://kidblog.org/MrsDerflersClass/

Collaboration Tools

            Wikis, Google Sites/Docs, and WebQuests are just the tip of the iceberg when it comes to some of the tools available for group activities and social learning. VoiceThread was a tool we were asked to experiment with this week for our application assignment. While I was unable to present a problem to my students because they were hard at work completing their blog posts, I was able to get a glimpse of the possibilities of this tool. Students could use this tool for just about any project, concept, or problem. The audio/text feedback from peers and teachers is a great tool to allow students to reflect on their work while also hearing positive comments about their effort and ideas.

In the past, I have had students create a PowerPoint to go along with a descriptive essay they write that describes a song and how it relates to their school year. This year, I may experiment with VoiceThread to see more social interaction with the final product.

Here is a link to my VoiceThread that discusses a current problem I face in my teaching world today: https://voicethread.com/share/5593966/

           

Overall Thoughts

            The classes through Walden University have really opened my eyes to the ideas of collaboration and cooperative learning in the classroom. As a special education teacher, much of my focus has been on individualized instruction, addressing IEP goals, and meeting the diverse needs of my learners. What I have come to realize is that instead of doing things separately, students can work on things together and use their strengths to help others improve on areas of need. I have made so many changes within my classroom during the past year to include collaborative group efforts while using technology to address those needs, and it has truly benefitted my students. They are excited to come to class, and they are learning wonderful things in the process.

References

Laureate Education, Inc. (Producer). (2011a). Program eight: Social learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program nine: Connectivism as a learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011c). Program ten: Spotlight on technology: VoiceThread [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

EDUC 6711 - Constructivism and Constructionism in Practice

Constructivism and Constructionism in Practice

      

           Constructivism and Constructionism are similar philosophies that deal with how learners assemble knowledge. Constructivism is the idea that knowledge is built by an individual who actively constructs the meaning of information (Orey, 2001). Constructionism builds upon that thought process. According Orey (Laureate Education, Inc., 2011), constructionism is a theory of learning with the belief that an individual learns best when he or she can build or create a product to share with others. One of the difficulties with incorporating some of these project and problem-based activities in to our classroom is that it takes a great deal of planning and preparation (Orey, 2001). Technology can be a great way to help both teachers and students develop a product or artifact, and it can aid in problem-based inquiry. Using Technology with Classroom Instruction that Works (Pitler, Hubbell, & Kuhn, 2012) looked at how technology could be used with constructivist/constructionist theories by addressing the area of generating and testing hypothesis. We also reviewed the ideas of project-based learning and problem-based inquiry and instruction. Let’s take a closer look at how each instructional strategy relates to the principles of constructivist/constructionist learning theories.

Generating and Testing Hypothesis

Pitler et al. (2012) say generating and testing hypothesis is a type of approach where teachers are seen as facilitators of learning rather than lecturers dispensing information. The students are actively engaged in the learning process as they complete in-depth, critical thinking and problem-solving tasks that allow them to have a deeper understanding of content knowledge. They believe that when students are generating or testing hypotheses, “they are engaging in complex mental processes, applying content knowledge, and enhancing their overall understanding of the content” (Pitler et al., 2012, p. 204). With advances in technology, teachers are better able to plan projects and lessons so students can interpret data rather than waste their time gathering and calculating data (Pitler et al., 2012). Obviously, spreadsheets have become a powerful tool in aiding students to collect and analyze data. Also, graphic organizers can be used through various technological programs and applications to provide a framework for students as they begin any type of product or project-based learning. Instructional interactives and other forms of media can allow students to partake in real-life simulations to test out their ideas and gather feedback.

PowerPoint for "I Can't Wear What?" activity

Personally, I have used many different media tools and interactives to teach my learning support writing students. A specific tool I used to generate and test hypothesis with a persuasive unit last year was a PowerPoint presentation that I found on the Internet called “I Can’t Wear What?” It is an interactive lesson on freedom of speech and looks at both sides of an argument. Students have to generate possible response to different situations and get feedback about their ideas. It was a nice way to start a unit on persuasive writing, introduce the students to the various concepts of “argumentative” styles of writing, Furthermore, students could try their hand at formulating their own argument and supporting reasons. You can find more information here:

https://www.icivics.org/teachers/lesson-plans/lesson-2-i-cant-wear-what

Project-Based Learning

            Project-based learning is a constructionist view of teaching in that it is a student-centered learning environment where students create a product with learning outcomes that are “based on authentic and real life experiences with multiple perspectives” (Han and Bhattacharya, as cited in Orey, 2001, para. 2). It involves complex activities that take place over extended time in multiple stages with authentic content and assessment and a teacher acting as a facilitator of learning. The students choose their own activities and product based on explicit educational goals. They conduct research, work with others, gather feedback from teacher and peers, and synthesize information after reflection (Orey, 2001).

            Project Foundry (n.d.) has an excellent description that perfectly defines project-based learning:

Projects that come out of project-based learning classrooms are like snowflakes and fingerprints - no two are ever alike. They may share characteristics, topics, subjects and titles, but they’ll always be different. The proposal will be different. The path the student takes to complete the project will be different. The advice from teacher to student will be different. And, of course, the end result will be different. (para. 1)

            Project-based learning relates to many of my writing units because each student must submit a different proposal for their writing assignment. In particular, our research unit asks students to write a proposal that identifies a person of historical significance while outlining their contributions to their particular occupation. The students must then devise a research plan based on their self-selected person, identify specific “focus areas” (which are key events, creations, or a time period in their person’s life), investigate resources to use in their research, take notes, and create a report as well as a group skit about their chosen person. Obviously, the path each student takes to complete his or her project will be individualized.

Problem-Based Inquiry/Instruction

            Problem-based instruction is similar to project-based learning in several ways. Both models are student-centered and involve complex thinking activities that are authentic or realistic in nature. Both include collaborative experiences where students obtain feedback from their peers as well as the teacher, reflect on that feedback and incorporate it in to the final product or result. The key difference is that problem-based instruction is focused around a problem or question rather than creating a product or artifact (Orey, 2001). Glazer (as cited in Orey, 2001) outlines some key characteristics of problem-based instruction:

1.)   The focus of learning is based on a question or problem that has many answers and/or solutions.

2.)   Again, the learning is focused on the student where the teacher aids the learning process.

3.)   Collaborative inquiry occurs throughout the process.

4.)   Learning occurs as a result of process and steps taken to answer the question. It is not defined by curriculum.

As a learning support teacher, I have not had many opportunities to incorporate problem-based instruction in to my classroom because my students often struggle with thinking critically. I also feel like my subject area, writing, does not lend itself to this type of instruction, as we complete more project-based learning. I am open to suggestions as to how to incorporate more problem-based inquiry and instruction in to my learning support classroom.

Overall Thoughts

            While there is still a place for traditional teaching methods like drill and practice and sometimes a brief lecture, non-traditional methods like project-based learning and problem-based instruction allow students to experience things first hand, tackle real life problems, and discover learning with their peers while being aided by a teacher. While these strategies take a long time to plan and must include explicit learning goals, the end result is more likely to be better student engagement, motivation, and achievement.

References

Laureate Education, Inc. (Producer). (2011). Program seven: Constructionist and constructivist learning theories [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

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. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Project Foundry. (n.d.) PBL: The better way to learn. Retrieved from http://projectfoundry.org/project-based-learning-explained/project-based-learning-lesson-plans.html

EDUC 6711 - Cognitivism in Practice

Cognitivism in Practice

          After learning about Behaviorism in last week’s resources and assignments, it is time to switch gears and focus on Cognitivism in the classroom. When looking at Behaviorism in a school setting, some theorists and professionals believe too much time was spent focusing on different environmental factors and also behaviors as a result of a single event (Smith, 1999). As a result, the tide shifted and theorists began focusing on how information was stored in to short-term and long-term memory. Cognitive Learning Theory deals with short-term memory where Orey (Laureate Education, Inc., 2011a) says we can store around seven pieces of information at one time. Information is stored in to long-term memory through networks of information that can be declarative (facts), procedural (how to do things) and episodic (events) in nature. Obviously, many instructional strategies have been created as a result of cognitive learning theory. Some specific strategies that teachers can use during instruction are cues, questions, and advance organizers, summarizing and note taking, virtual field trips, and concept maps.

Cues, Questions, and Advance Organizers

            Teachers use cues, questions, and advance organizers often throughout their daily activities. These three strategies relate to cognitive learning theory in that they “all focus on enhancing students’ ability to retrieve, use, and organize information about a topic” (Pitler, Hubbell, & Kuhn, 2012, p. 91). The instructional strategies all deal with processing and storing information, which is the basis for cognitive learning theory.  Teachers may give cues to students when presenting new information to help them connect it to prior knowledge. Questions are used when teachers need to gain an understanding of what students already know about a topic. Questions also help students recall prior knowledge. Advance organizers can be used when teachers want to make connects between previously learned information and new ideas while showing relationships among the information.

            The book Using Technology with Classroom Instruction that Works (Pitler, et al., 2012) shares many ideas for using cues, questions, and advance organizers with our instructional practices while using various technology applications. KWL charts and other graphic organizers can be created using various iPad and computer applications and are a great way to organize information while questioning students about prior information. One particular idea outlined by Pitler et al. (2012) was the use of an Inspiration organizer to cue and question students about an upcoming lesson or unit of study. Teachers can include the essential question in the middle of the graphic organizer so the students have clear expectations of the learning goal. Other information on the organizer can include cues and graphics, which can aid in the learning process. Cues can help students elaborate on ideas to make connections between new and previously learned information. According to Orey (Laureate Education, Inc., 2011a), this will allow students to “get back to that info” as students have made multiple connections, which helps store information. Furthermore, the graphics can relate to the dual coding hypothesis and the idea that information is stored as images and text.

            Advance organizers are used often in my classroom as a way to organize students’ information, particularly for essays. Even though they can be viewed as a brainstorming activity, they do help students connect new information to prior knowledge so they can organize their thoughts in meaningful patterns. Readwritethink.org offers many interactive maps and organizers that can be used in various ways as cognitive tools. This link provides a list of all of their interactive maps: http://www.readwritethink.org/search/?sort_order=relevance&q=interactive+map&srchgo.x=0&srchgo.y=0&old_q=

Summarizing and Note Taking

            Pitler et al. (2012) relate summarizing and note-taking to cognitive learning theory because they are both strategies that help students break down given information, state that information in their own words, and create a new way to paraphrase the information so it is stored in the brain.

            Summarizing can be a difficult concept for all students, but especially for those who struggle with reading and comprehension. Summarizing helps students comprehend a text while highlighting important information that may need to be retrieved at a later time. There are some word processing applications and web sites that will actually summarize a text for students.

            Note taking is also an important skill for students because it allows them to synthesize information they have learned or read and paraphrase it in their own words all while keeping a log of the information to go back and review if needed. While taking notes is an important skill for all students, teachers often forget to teach students “the art” or skill of note taking. Pitler et al. (2012) offer some suggestions when having students take notes:

1)    Make copies of notes prepared by the teacher.

2)    Show students a variety of different ways to take notes (individual preference/learning style).

3)    Students should be able to go back to read their notes and revise them as needed based on any new information they may have learned.

One form of note taking that I really like to use with my students is word clouds. Specifically, my students use the web site www.wordle.net to generate ideas about any number of topics. Last year, while focusing on persuasive writing, I had my students make a word cloud based on key terms that are associated with persuasive writing. The neat thing about the word clouds on Wordle is the more times you type a word, the larger it will appear on the image. So, students could stress ideas and key terms were more important (in their opinion), and they could later use the graphic image to help them complete their persuasive essay. Here is an example of a word cloud as created by one of my students.

Virtual Field Trips

            Advancements in technology have allowed students to “see” places they could not see before thanks to the idea of a virtual field trip. Orey (Laureate Education, Inc., 2011b) says virtual field trips cognitive in nature because they can be used to create episodes or experiences for students to store information in long-term memory.

They not only save time and money, but they allow students to see images and graphics to help create pictures and thus networks of information) in their memory.

According to Zaino (2009) virtual field trips “can be customized for your students and the educational goals you want to meet” (para. 6). In our discussion question for this week, I talked about the use of virtual field trips for our class research projects. Each student picks a person of historical significance (8^th grade) or a scientist or inventor (7^th grade). Because each child is researching a different person and because each child may have different goals and areas of focus for their report, virtual field trips are a great way to individualize instruction. They can challenge students to take obtain their information from more than just primary sources like books and encyclopedias and compare the accuracy of the primary sources.

For our application assignment this week, I had a group of students access the Disneyland Explorer iPad application, and they toured the different themed areas of Disneyland. Their goal was to compare the elements of the theme parks they have visited to Disneyland and create a guess as to why Disney moved from making cartoon characters to theme parks. (https://itunes.apple.com/us/app/disneyland-explorer/id496004846?mt=8)

Concept Mapping Tools        

            Concept maps are great tools for learners to organize information as well as link the information to other pieces of information. (Laureate Education, Inc., 2011a). Novak and Canas (2008) believe concept maps have become such helpful tools for learning is that they “serve as a kind of template or scaffold to help to organize knowledge and to structure it” (p. 7). They maintain that the human memory is an interrelated system that organizes incoming information with knowledge that is stored in long-term memory. Therefore, concept maps be done in a way that provides evidence and examples that connect the new material to the learner’s prior knowledge.

            This week, we were asked to create a Concept Map to be used in conjunction with a virtual field trip. As stated above, a group of students is research Walt Disney and focusing on why he moved from creating cartoon characters to building theme parks. We viewed a tour of Disneyland using the iPad application Disneyland Explorer. You can check out my Concept Map on Disneyland here: http://www.mindmeister.com/389242798/disneyland-why-build-theme-parks

References

Laureate Education, Inc. (Producer). (2011a). Program five: Cognitive learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Laureate Education, Inc. (Producer). (2011b). Program six: Spotlight on technology: Virtual field trips [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from http://laureate.ecollege.com/ec/crs/default.learn?CourseID=5700267&CPURL=laureate.ecollege.com&Survey=1&47=2594577&ClientNodeID=984650&coursenav=0&bhcp=1

Novak, J. D., & Cañas, A. J. (2008). The theory underlying concept maps and how to construct and use them, Technical Report IHMC CmapTools 2006-01 Rev 01-2008. Retrieved from the Institute for Human and Machine Cognition Web site: http://cmap.ihmc.us/Publications/ResearchPapers/
TheoryUnderlyingConceptMaps.pdf

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.

Smith, M. K. (1999). The cognitive orientation to learning. The encyclopedia of informal education. Retrieved from http://www.infed.org/biblio/learning-cognitive.htm

Zaino, J. (2009, Sep/Oct). Field-Tripping goes virtual. Instructor, 119(2), 34-36.

EDUC 6711 - Behaviorism in Practice

Behaviorism in Practice 

             When thinking about education today, some people may dismiss the fact that behaviorism still plays a role in our schools and in our instructional practices. When initially thinking about behaviorism and its role in my classroom, I linked it to classroom management and operant conditioning of my students. However, after reviewing various resources and revisiting my initial thoughts, I do see that behaviorism is still alive and well in our instructional practices today. As a direct instruction teacher for middle school special education students, I see how behavioral learning theory can be used effectively to model behavior while reinforcing appropriate conduct and guiding performance through feedback (Magliaro, Lockee, & Burton, 2005). In a broader sense, behavioral instructional practices can be seen in many of our standard practices such as reinforcing effort, providing recognition, and assigning homework/practice.  The information below outlines how each one of these instructional strategies relates to the values of behaviorist learning theory.

Reinforcing Effort

            Effort is such a tricky concept to track and reinforce with students. We have all seen the students who get great grades because they work very hard and often times go the extra mile. But sometimes those students do not always grasp key concepts and skills that demonstrate a true understanding of material. On the other hand, we have seen the students who quickly grasp concepts and deeper meanings but their grades suffer because they put forth no effort or fail to turn in class assignments and homework. Major (2009) believes it is the teacher’s job to motivate students, provide energy in the classroom, establish classroom incentives for success, and display work that shows great effort and improvement (not just perfect scores). Obviously, Major’s ideas about reinforcing effort within a classroom are rooted in behaviorist learning theory principles. Teachers can reward and praise the appropriate, desired behavior, which in this case is the effort and energy a child puts in to an assignment.

            Pitler, Hubbell, & Kuhn (2012) said effort can be reinforced in the classroom through effort rubrics. Teachers can also have students track and compare effort and achievement through the use of a spreadsheet. And yet another example of reinforcing effort in the classroom would be to have students complete online surveys to compile formal data about effort and achievement to share with the class. One way I reinforce effort is through our class blog. (http://kidblog.org/MrsDerflersClass/) Students post to the blogs at least once a month, and I have a section on their rubric that grades students on effort and participation. It is similar to how we are expected to participate in our discussion board posts for our classes at Walden University. (See below)

                       

Providing Recognition

According to Pitler, Hubbell, & Kuhn (2012), teachers provide recognition to students as a means of encouraging student involvement while trying to decrease behavior problems. Obviously, praise and reinforcing behaviors is the basis for behaviorist learning theory. In order for recognition and reinforcement to motivate students to do well in the classroom, Pitler, Hubbell, & Kuhn (2012) believe the following guidelines should be established:

1.)   Praise must be meaningful and sincere.

2.)   Recognition must be related to performance criteria that students can control.

3.)   Goals and standards must be achievable.

One way I provide recognition to my students is through our class blog interactions. First, I take the time to provide recognition to excellent blog posts by commenting on their posts with praise  for their ideas and written communication. I also use that time to provide other forms of feedback for all students about areas of improvement or possible suggestions for future writing assignments.

I also have a bulletin board that shares all blog information. I have pictures of all of my students, the current blog assignment, and a “Blog Post of the Week”. I try to recognize 2-3 individuals per assignment and I print out their blog and post it to the board with their picture. This way, all of my classes can see their response and a picture of who contributed the ideas. Obviously, this praise is also related to attainable performance criteria and goals as students are provided a rubric prior to the assignment. The neat thing to see about the whole process is my students are excited to see whose blogs have been posted on the bulletin board, and I have heard students make comments that it is their goal to have their blog posted on the board in the future. I may take this a step forward and include the blog posts on my personal blog to share with parents and other teachers.

Here is a picture of my Blog Bulletin board. I had to quickly throw something together when I returned from my sabbatical so I would like to make it more creative and colorful when I have some free time.

Assigning Homework/Practice

            We all know the great homework debate in our schools today. Is it effective? Should it be graded? Should it even be given? These questions and more have been discussed ad nauseam in faculty meetings, school board meetings, with parents, and in professional development courses. Whatever one’s beliefs are about homework, providing practice time for students is a must. Marzano (2010) includes “practice and application” in his list of general principles for effective teaching. He said ample practice time is necessary to acquire learning and to apply that skill to a new concept or application. Pitler, Hubbell, and Kuhn (2012) recommend the following guidelines when providing practice opportunities for students:

1.)   Clearly identify and communicate purpose.

2.)   Design practice sessions that are short, focused, and distributed over time.

3.)   Provide feedback. (p. 169)

When looking at those key recommendations, feedback is essential for students to understand the concepts and correct errors. Again, the idea of feedback and reinforcing the behavior (in this case it is simply the student choosing an answer) displays the basic principles of behaviorist learning theory.

            In terms of my teaching practices, I struggle with assigning homework to my special education students. Often times they need teacher assistance and struggle to complete the work. Other times, their family or home environment is not all that supportive of school in general. So, I mostly provide practice opportunities in class. BrainPop is a great web site that can be used to reinforce skills (through the videos) and practice various concepts after lessons and activities have been completed in class. (http://www.brainpop.com/) I have also found hundreds of iPad applications that students can use to practice skills at the end of a lesson. A few helpful iPad applications that I use with my learning support students are: Super Speller, Sushi Monster (math facts), Bluster (vocabulary), Verb Mayhem, and StatesNCaps.

Overall Thoughts

            Obviously, behaviorism still has its place within today’s school systems. As with any instructional practice or teaching strategy, it needs to be implemented with careful planning while also taking into account the needs of each individual student within in class. What may work one year may not work the next, and what may work for one student may be a roadblock for another. The great thing about education today is there are so many tools and technologies available to address the needs of each individual. Therefore, there should be no reason why students cannot learn and be successful.

References

Major, M. (2009 April).  Building a culture of achievement. Education Digest. 74(8), 24-28.

Magliaro, S. G., Lockee, B. B., & Burton, J. K. (2005). Direct instruction revisited: A key model for instructional technology. ETR&D, 53(4), 41–54.

Marzano, R. J. (Ed.). (2010). On excellence in teaching. Bloomington, IN: Solution Tree Press.

Pitler, H., Hubbell, E. R., & Kuhn, M. (2012). Using technology with classroom instruction that works (2^nd ed.). Alexandria, VA: ASCD.