Orey outlines that “understanding the theoretical base supporting teaching and learning can help [educators] make appropriate and successful instructional decisions for [their] students” (Laureate Education, Inc, 2008c). Instructional theories examine strategies for changing the learning environment to facilitate learning and although they all have “different perspectives about engaging learners” (Laureate Education, Inc, 2008c) their commonalities necessitate active learners and participants.
Personal Learning Theory
Wolfe argues that teachers “are not just teaching children, [they] are literally and physically shaping their brains by what [they] have them do (Laureate Education, Inc, 2008b). During the learning process, the brain seeks meaningful patterns; therefore, the only way to really understand something is to relate it to prior knowledge or creating hands-on, concrete learning experiences that involve the five senses. “The more avenues you use to put information into the brain, the more avenues they have to retrieve it” (Laureate Education, Inc, 2008b).
Within my classroom, eighth grade United States social studies, each content curriculum is covered in various modalities in order to reach all learners; homework, study guides, class work, lesson lectures and structured group projects all support the unique styles of learning for each individual student. All curriculum is previewed by the student through interactive bookwork, cleverly designed projects, and/or self developed worksheets. Topics are reinforced in class through teacher guided lectures with varied note taking tasks, student lead discussions, and cooperative group projects. Review sessions and long term research projects help students connect recent subject matter with prior curriculum. Lastly personally developed graphic organizers depict the common thread throughout the entire year’s themes. Within this system, I have developed a scaffold and systematic approach to encouraging and teaching students to learn and study independently, a life-long learning tool, which incorporates various modalities of study guides, review sessions, and tests. Proudly, and with careful attention to detail, all varieties of learning theories are addressed within my classroom.
Technological Integrations: Short Term
After dissecting the prominent learning theories and putting them into practice in correlation with technological tools it was apparent that immediate changes needed to be made to my classroom. Within the next trimester I look forward to utilizing Voice Thread and virtual fieldtrips in order to put social learning into practice and to make learning real.
Social learning theories address the function of culture, collaboration, and context in students’ knowledge construction and assimilation of the world; social learning is the primary way students construct meaning. Cooperative learning “focuses on having students interact with each other in groups in ways that enhance their learning” (Pitler, Hubbell, Kuhn, and Malenoski, 2007, p139). According to Orey, social learning is built upon three major components: a students’ zone of proximal development, collaborative learning opportunities with more knowledgeable others, and situated cognition (Laureate Education, 2010g). Voice Thread allows students to discuss topics in a non-threatening environment, collaborate with their peers to solve problems, and to utilize technology. Virtual fieldtrips allow students to experience learning personally, put concepts into context, and allow students to learn collectively all of which support social learning theories.
Technological Integrations: Long Term
My technological long term goals include obtaining enough digital video recording devices that every pair of students in my class can work to create a personal video at the same time. These videos can be modified and edited in order to be uploaded to Voice Thread or Blog Spaces for student collaboration. In order to do this I have submitted several applications for grants within my district, posted a request on DonorsChoose.org, and have solicited assistance from my students’ parents. Working in a very affluent community makes my aspirations realistic, and I look forward to having a class set before the end of this academic school year.
My second long term goal is to bring technological advancements to my school site. I will begin my having all of our digital projectors mounted on the ceiling, obtaining digital overheads for all classrooms, getting Smartboards for every classroom that wants it and updating all teacher’s desktop computers with the latest software and technology capabilities. I am currently working with the district technology team, our school site PTA and Booster club, and my principal to write grants for this feat. I look forward to making technological advancements over the next five years.
Unique Students, Unique Learning Styles
“Each learner in a classroom is likely to have a unique cognitive style, a unique learning style, and some parameters related to intelligence” (Lever-Duffy & McDonald, 2008, p19). Regardless of how you approach teaching, or your pedagogy that determines why you do so, the best teachers are those who have a pedagogy and reinforce their beliefs within their lessons. After completing this class, many of my teaching practices have been reinforced, restructured and elaborated upon. I look forward to obtaining my goals and bringing both my classroom and school site into the twenty first century.
References
Derry, S. J. (1999). A Fish called peer learning: Searching for common themes. In A. M. O'Donnell & A. King (Eds.),
Hartley, J. (1998) Learning and Studying. A research perspective, London: Routledge.
Iiyoshi, T., Hannifin, M. J., & Wang, F. (2005). Cognitive tools and student-centered learning:Rethinking tools, functions, and applications. Educational Media International, 42, 281-296. Retrieved February 19, 2007.
Laureate Education, Inc. (Producer). (2008a). Program #: Brain research and learning with Patricia Wolfe. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008b). Program #: Understanding the brain with Patricia Wolfe. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008c). Program #: Instructional theory versus learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2010d). Program #: Behaviorist learning theory with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2010e). Program #: Cognitive Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2010f). Program #: Constructionist and Constructivist Learning Theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2010g). Program #: Social learning theories with Michael Orey. [DVD]. In Walden University: Bridging Learning Theory, Instruction, and Technology. Baltimore: Author.
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc. Retrieved October 30, 2010 from http://sylvan.live.ecollege.com/ec/courses/53036/CRS-CW-4603750/Ch1_Excerpt.pdf.
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved October 30, 2010 from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page.
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Smith, K. (1999). The behaviourist orientation to learning. In The encyclopedia of informal education. Retrieved November 7, 2010 from http://www.infed.org/biblio/learning-behavourist.htm.
Thornburg, D. (2004). Technology and education: Expectations, not options. (Executive Briefing No. 401). Retrieved from http://www.tcpdpodcast.org/briefings/expectations.pdf
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