Personal Learning Theory Reflection
As this course come to a close, I can honestly say the information I have acquired will definitely help become a more effective classroom teacher. Although my original philosophy has not changed, my approach to teaching has most certainly been jump started. I believe if I can master the use of concept maps in my special education classes I will immediately raise the achievement level of my students. Especially since the school I am at this year has been an “F” school for the past three years. Like I said in a previous post, not only have my students not been challenged or taught for the past few years, they have certainly not been exposed to any technological learning tools in class. This course has helped motivate me to use as many tools and strategies I can find, that will help my students learn and achieve at the highest level possible.
Thursday, November 5, 2009
Wednesday, November 4, 2009
Constructivist Theory
I have learned that my students represent a variety of different backgrounds and ways of thinking. Many of the myths, taboos, and things we learn from our families, friends, and teachers-all are part of cultural influence. Content is embedded in culture and it is difficult to separate the two. When presented with information in the classroom that contradicts existing ideas, a student may try to accommodate both interpretations, rather than change deeply held beliefs. Unless the teacher realizes what views the students hold, classroom teaching can actually help students construct faulty ideas.
If the classroom can provide a neutral zone where students exchange their personal views and test them against the ideas of others, each student can continue to build understanding based on practical evidence. Hands-on activities and observations of the natural world provide shared experiences for those constructions. For example, to study the phases of the moon, the class could keep journal (an observational log of the moon and its shape in the sky) for several weeks. The while participating in their small groups they would be able to discuss the various observations and speculate about their meanings. If models, text references, or illustrations are available as resources, students would be able to determine that these are the results of others' observations and speculations.
Just as students do not easily let go of their ideas, neither do school boards, principals, parents, or, for that matter, teachers. Ideas like student independence and learner-driven questions are not easily accepted. Required course content and externally applied assessments are realities that teachers must accommodate. A teacher inspired to change to constructivist instruction must incorporate those realities into their approach.
One might begin gradually, trying one or two constructivist explorations in the regular curriculum. Listening to students as they discuss ideas together is a good way to start shifting the balance of responsibility to the learner. Another step is using primary sources and raw data as the basis for questions, rather than relying solely on the textbook.
If students begin thinking about the knowledge they have gained as an evolving explanation of natural phenomena, their questions can take on an exciting element. It is my belief that over time, research will change the way most of the accepted facts of today are perceived. So our challenge in the classroom is to foster students' abilities so they can continue to learn and build their understanding based on the changing world around them.
If the classroom can provide a neutral zone where students exchange their personal views and test them against the ideas of others, each student can continue to build understanding based on practical evidence. Hands-on activities and observations of the natural world provide shared experiences for those constructions. For example, to study the phases of the moon, the class could keep journal (an observational log of the moon and its shape in the sky) for several weeks. The while participating in their small groups they would be able to discuss the various observations and speculate about their meanings. If models, text references, or illustrations are available as resources, students would be able to determine that these are the results of others' observations and speculations.
Just as students do not easily let go of their ideas, neither do school boards, principals, parents, or, for that matter, teachers. Ideas like student independence and learner-driven questions are not easily accepted. Required course content and externally applied assessments are realities that teachers must accommodate. A teacher inspired to change to constructivist instruction must incorporate those realities into their approach.
One might begin gradually, trying one or two constructivist explorations in the regular curriculum. Listening to students as they discuss ideas together is a good way to start shifting the balance of responsibility to the learner. Another step is using primary sources and raw data as the basis for questions, rather than relying solely on the textbook.
If students begin thinking about the knowledge they have gained as an evolving explanation of natural phenomena, their questions can take on an exciting element. It is my belief that over time, research will change the way most of the accepted facts of today are perceived. So our challenge in the classroom is to foster students' abilities so they can continue to learn and build their understanding based on the changing world around them.
Behaviorist Theory
As I began to read through this week’s resources it became obvious to that the behaviorist theory involves more than student behaviors. I really enjoyed reading and learning about instructional strategies that are designed to help improve behaviors.
The “Reinforcing Effort” strategy was very interesting to me for me. As a special education teacher I have always believed in giving my students credit for their effort. This week’s resources helped me to understand that although I am giving this effort grade it will only be effective if my students understand why and how they are receiving it. The behaviorist theory is centered on the reinforcement of ideas and concepts. So by having students chart their own effort/ achievement grades we are incorporating the behaviorist theory. This will allow the students to see the relationship between their effort and their grade. This strategy will help the students understand their effort will positively or negatively impact their grades.
Another example of behaviorism in the classroom is implementing homework and practice.
“Homework and practice give students a chance to review and apply what they have learned,” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). I believe this one of the most obvious strategy that directly impacts today’s students. I know at my school parents are constantly asking for homework so they can see what their kids are doing in school. As a special education teacher I have to be careful of what type of homework I give because it could have a negative impact for my students as well, because many of them need my individual attention in class in order to complete assignments. So I usually give project type homework assignments that I feel the students can complete with minimal help.
The “Reinforcing Effort” strategy was very interesting to me for me. As a special education teacher I have always believed in giving my students credit for their effort. This week’s resources helped me to understand that although I am giving this effort grade it will only be effective if my students understand why and how they are receiving it. The behaviorist theory is centered on the reinforcement of ideas and concepts. So by having students chart their own effort/ achievement grades we are incorporating the behaviorist theory. This will allow the students to see the relationship between their effort and their grade. This strategy will help the students understand their effort will positively or negatively impact their grades.
Another example of behaviorism in the classroom is implementing homework and practice.
“Homework and practice give students a chance to review and apply what they have learned,” (Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007). I believe this one of the most obvious strategy that directly impacts today’s students. I know at my school parents are constantly asking for homework so they can see what their kids are doing in school. As a special education teacher I have to be careful of what type of homework I give because it could have a negative impact for my students as well, because many of them need my individual attention in class in order to complete assignments. So I usually give project type homework assignments that I feel the students can complete with minimal help.
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