EDUC_6772_MODULE 5

EDUC 6772 MODULE 2 -Discussion

Is Solution Fluency Alive and Well in Your Classroom?

I teach my students how to solve-real world problems, by teaching them problem solving skills and the steps in solving a problem.  A strategy that I might be able to implement within my classroom to allow students to solve real-world problems is to allow then to be involved in activity based learning.

My students know how to design and ask essential questions. The essential questions are asked during and at the end of my lesson. In helping my students to ask essential question, I would present students with a scenario on the topic and then stimulate a discussion for students to share their views and solve problems based on the scenario given. In using the six D’s (define, discover, dream, design, deliver and debrief), my students will be given the opportunity to formulate essentials questions so as to solve given problem.

I consider the ability to debrief as most important. This is because, it allows students to re-evaluate and question the process in completing or solving the problem. Also, as Lee crochet stated, debriefing allows one to, take time and go back and look at the product and ask ourselves how could this product be made better now or next time. Global Digital Citizen Foundation. (n.d.-f)

The most difficult of the 6 D’s would be deliver, as at this stage, students must be able to solve the problem and then be required to produce and publish the solution. According to Crockett et. al (2011), students must go all the way to deliver the solution, as without fully implementing the solution, they will never know if it will work (Crockett et. al, 2011).

A benefit of solution frequency is that it provides students with a step by step approach to solving a problem, as Crockett et. al stated, solution frequency will help students navigate through complex problems within the classroom and in their personal lives” (Crockett et. al, 2011). Solution frequency also allows the teacher’s role to be shifted from the distributor of knowledge but a “facilitator of learning within the classroom” (Crockett et. al, 2011). A benefit of essential questions are that they promote inquiry based learning and allows students to be fully involved and engaged during learning. McTighe and Wiggins stated that essential questions “stimulate thought, to provoke inquiry, and to spark more questions (McTighe & Wiggins, 2013). It also allows students be “engaged in uncovering the depth and richness of a topic” (McTighe & Wiggins, 2013).

Reference

McTighe, J., & Wiggins, G. (2013). Chapter 1, What makes a question essential? In McTighe, J. & Wiggins, G., Essential Questions: Opening Doors to Student Understanding (pp. 1–16). Retrieved from http://www.ascd.org/publications/books/109004/chapters/What-Makes-a-Question-Essential%A2.aspx

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

Global Digital Citizen Foundation. (n.d.-f). Solution fluency [Video file]. Retrieved from https://globaldigitalcitizen.org/solution-fluency-video 

Learning, Unlearning, and Relearning EDUC_6772

Learning, Unlearning, and Relearning 

Within my learning environment by students are taught how to learn, unlearn and relearn through various activities and task given to them as well as the strategies and tools within teaching and learning.  “The illiterate of the 21^st century will be those who cannot learn, unlearn and relearn” (Crockett & Churches, 2011, p.17).  The advancement in technology in the 21^st century allows students to learn in varied ways. Hence in teaching my students how to learn, unlearn and relearn, as an educator I must “shift the responsibility of learning from the teacher to the students” (Crockett & Churches, 2011, p.18).  Therefore, the benefits of teaching my students to learn, unlearn and relearn, allows me to create a learning environment that fosters inquiry-based learning as well as student centered and active learning, where students are fully engaged and are given the opportunity to learn at their own pace using technology.  In teaching my students to learn, unlearn and relearn, online digital tools for e.g. voicethread can used to promote 21^st century skills such as collaboration and communication.  

Additionally, in teaching my students to unlearn and relearn, I am able to allow them to explore the new technological advancements and use them to think critically and solve problems.  In being aware of technological changes and ensuring that they are effectively implemented within my lessons allows me to fulfill the ISTE standards for teachers by using technology to foster students learning and facilitate independent learners (ISTE, 2008).

However, a challenge is reconstructing curriculum to ensure that it fosters the concept of teaching students how to learn, unlearn and relearn. According to Dede et. al (2013) the implementation of 21st century competencies requires a restructuring of the curriculum (Dede et. al, 2013). Another challenge that I may face is using effective strategies to meet the learning needs of all my students. 

References

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators 

Crockett, L., Jukes, I., & Churches, A. (2011). Literacy is not enough: 21st–century fluencies for the digital age. Thousand Oaks, CA: Corwin.

Voogt, J., Erstad, O., Dede, C., & Mishra, P. (2013). Challenges to learning and schooling in the digital networked world of the 21st century. Journal of Computer Assisted Learning, 29(5), 403–413.

VoiceThread

This voicethread is used to introduce students to the concept of problem-solving and writing algorithms. 

Link to voice thread: 

https://voicethread.com/share/13429418/ 

Constructivist Learning Theory, Teaching, and Learning - EDUC6771 – Module 5_ Assignment

Constructivist Learning Theory, Teaching, and Learning

The constructivist learning theory, instructional strategies and technology tools all correlates to support teaching and learning. According to Orey (2010) “Constructionism builds on the "Constructivist" theories of Jean Piaget, asserting that knowledge is actively constructed in the mind of the learner” (Orey, 2010). Therefore in the constructivist/constructionist learning theory, the learner is able to construct his or her own learning from experiences and prior knowledge, as such this theory of learning promotes active learning as well as discovery learning by allowing students to discuss their ideas and evaluate their learning. In a constructivist classroom the learner “investigate, create, and solve problems” through instructional strategies such as “collaboration, discussion, presentation, and engaging in authentic real world tasks” (Orey, 2010).  The teacher is able to use the instructional strategies to aid in students learning by being a “facilitator that guides the learners along their paths of learning” (Orey, 2010). The technology tools are the software that can be used to support and enhance lesson so as to increase students understanding of concepts. Therefore, with the instructional strategies and an understanding of the learning theory, the technology tools can be used to carry out lessons effectively and promote a deeper sense of learning for all students.  According to Pitler et. al. (2012) “students who generate and test hypotheses by engaging in problem solving have a clearer understanding of lesson concepts” (Pitler et. al, 2012). Thereby enhancing their learning experiences.

The peer-reviewed article researched on the “Constructivism Theory and Use from 21st Century Perspective” (Yoders, 2014), shows how the constructivist, instructional strategies and technology tools can be used together to support students learning, the research involves “the development of an instructional design using scaffolding techniques and cognitive apprenticeship, involving the educational use of a high-fidelity 3D human heart simulator” (Yoders, 2014).

These strategies and tools all work together to support students’ learning in a constructivist learning environment, as the teacher is able to incorporate the various strategies and tools within the classroom and allow students to use them to construct their own learning experiences.  

Technology tools have always been used within my teaching and learning environment.  In the future, in using the constructivist-based instructional strategy, my learners are able to become empowered learning and creative communicators, who are able to use a variety to technology programs, as well as innovative designers who are able to use technology to identify and solve problems (ISTE, 2016). As an educator, I see myself becoming a facilitator of learning through the use of technology by designing digital age learning experiences (ISTE, 2008) for my students. One technology tool that would be useful within my classroom, is that of a brainstorming software such as a graphic organiser, which can be used within my classroom to help students organise and summarize their thoughts and see connections between concepts, According to Pitler et. al. (2012) “Graphic organizers and teacher guidance help students to be successful in higher-order thinking tasks” (Pitler et. al, 2012).

The Genius hour is that approach that I can use within my constructivist learning environment for students to “monitor their own learning (Vigil et. Al, 2015). Additionally the genius hour promotes problem-solving through the use of technology and previous learning experiences. The hour of code, can also be used to help my students to use technology to create their own codes, gain insights and construct their own learning, as they are able to  “work step by step through a problem until goals are achieved” (Colby, 2015). Our 21^st century students comes into our classroom being already exposed to technology and have the knowledge and skills in using varied technologies, hence as educators we are able to build on such knowledge that they take into the classroom.

References

Colby, J. (2015). 2,445 hours of code: What I learned from facilitating hour of code events in high school libraries. Knowledge Quest, 43(5), 12–17. Retrieved from the Walden Library databases.

International Society for Technology in Education (ISTE). (2008). Standards for teachers. Retrieved from https://www.iste.org/standards/for-educators 

International Society for Technology in Education (ISTE). (2016). Standards for students. Retrieved from https://www.iste.org/standards/standards-for-students-2016

Orey, M. 9Ed.). (2010). Emerging perspectives on learning, teaching and technology. Retrieved from http://textbookequity.org/Textbooks/Orey_Emergin_Perspectives_Learning.pdf

Padilla Vigil, V., & Mieliwocki, R. (2015). Genius hour: A learner-centered approach to increasing rigor in the classroom. Instructor, 124(5), 45–47. Retrieved from the Walden Library databases.

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

Yoders, S. (2014). Constructivism Theory and Use from 21st Century Perspective. Journal of Applied Learning Technology, 4(3), 12–20. Retrieved from https://search-ebscohost-com.ezp.waldenulibrary.org/login.aspx?direct=true&db=iih&AN=99079927&site=eds-live&scope=site

EDUC_6771 Module 4

 Graphics Organizer 

 

The graphic organizer was used an instructional tool for students to gain insights on how to correctly decipher between trust and untrusted websites. They were given the opportunity to explore the virtual field trip and then answer the question as to how and when they can trust a website. 

EDUC 6771 Module 3_ Assignment

Behaviourist Learning Theory, Instructional Strategies, and Technology Tools 

Over the years the education system have been evolving and as such, the varied approaches to learning have been reformed so as to meet the needs of our 21^st century classrooms. Therefore, new teaching strategies are being employed by teachers within the classroom so as to better facilitate learners. The behaviourist approach to learning, infused with instructional strategies and technology tools all plays a vital role today in enhancing 21^st century students learning. According to Orey (2010), behaviourism is defined by behaviourist learning theories as “changes in behavior that result from stimulus-response associations made by the learner” (Orey, 2010).  The effectiveness of teaching and learning results in a change in behaviour and an effective teacher, uses varied methods and strategies as well as technology tools to promote positive outcomes in students. According to Dr. Orey (2015) “behaviourism revolves around operant conditioning’ (Laureate Education, 2015), through reinforcement and punishment. However Dr. Orey (2015) Stated that “of the two, reinforcement is considered most important” (Laureate Education, 2015).  The Behaviourism approach in the classroom is mainly about observable behaviour of learners. However this approach can be adapted so as to suit the learning needs of our 21^st century students by infusing technology and diverse instructional strategies. Dr. Orey (2015), explained that “operant conditioning can be incorporated in programmed instruction” (Laureate Education, 2015), this behaviourist instructional strategy is used collaboratively with technology that provide students with support during learning. One example of a programmed instruction as outlined by Dr. Orey (2015) are tutorials which are used for learning that gets the learner to “make a decision” and the system then provide the learner with feedback as to whether the answer is correct or incorrect.  This approach have been used in my classroom, to help reinforce concepts that were previously taught and also encourage self-paced learning, which helps students to evaluate themselves with minimal to no teacher assistance.  The behaviourism-based technology approach can be located through various websites in which I am interested in exploring with my students. One behaviourism-based technology that would be useful in my grade 9 math class is Webmath.com (2016), which can give my students practice in solving mathematical problems. As well as internet4classrooms (n.d.), for students to get online and interactive practice in mathematics. The combination of behaviourism, instructional strategies and technology tools helps to support students learning, through in class and homework activities. However, Pitler et. al (2012) recommended that we “teach students about the relationship between effort and achievement” (Pitler, 2012, p. 58).

In today’s technological environment, the use of technology correlates with 21^st century students and their learning. Hence, the technology tools and websites and tutorials can be used to enhance the students learning through reinforcement. However, Orey (2010) asserted that, Behaviorist techniques have long been employed in education to promote behavior that is desirable and discourage that which is not. (Orey, 2010). Behavorist-based instructional strategies and technology tools have been used in my classroom setting for students to do online learning activities which does not allow students to complete a stage until they have successfully mastered it, as well as tutorials and other drill and practice activities. Pitler et.al (2012) noted that, technology is an excellent tool that allows teachers to create websites and galleries that provide access to classmates, parents, and the public at large (Pitler & Hummell, 2012). I try at all times to promote a positive learning environment within my classroom, my students are awarded and provided with feedback when they have completed specific tasks through positive reinforcement. According to Pitler et. al (2012), "Technology helps students and teachers to better track the effects of effort and provide more immediate feedback to students." (Pitler, 2012). Students are able to post their work on wikis and other websites for teacher to access and provide students with feedback via email or through other medium.

It is important as an educator to become cognisant of the ISTE standards for students and teachers. In using these tools and strategies within my learning environment, my students will meet the ISTE standards by becoming empowered learners, by using technology to “seek feedback informs and improves their practice and demonstrate their learning in a variety of ways” (ISTE, 2016). Additionally, using the various behaviourism based technology tools allow my students to become “computational thinkers” in solving mathematical problems using technology.  The ISTE for teachers’ strategies that are addressed in using these tools allows the teacher to “use technology to create, adapt and personalise learning experiences that fosters independent learning and accommodate learner differences and needs” (ISTE, 2008) also allows the teacher to facilitate learning by “creating opportunities that challenge students to use a design process and computational thinking to innovate and solve problems” (ISTE, 2008). Thereby promoting learning for all students.

I am able to apply the sources researched for this module’s discussion by using my scholarly article on “Using behaviourism approach to promote activity-driven education” To provide me with further insight on how the behaviourism theory can be used effectively with the instructional strategies within my learning environment. I can also use the popular source “Behaviorism in education student guide”, to provide me with the different tools that can be used within my learning environment to promote and enhance my students’ learning. This can be implemented within my classroom through, the hour of code which can be used to promote my students problem-solving and critical thinking skills, as students can “work step by step through a problem until goals are achieved” (Colby, 2015). Additionally, through the genius hour, students ae able to “monitor their own learning (Vigil et. Al, 2015).  Instructional strategies and technology can be used within classrooms to promote behaviourism by reinforcing positive behaviours. Thereby improving teaching strategies and enhancing the learning environment.