Hi everyone,
I put a little string on my finger this week so I'd keep the Wednesday blog date in my head.
I see the constructivist theory linked closely with cognitivism--when students create something--when they have an active experience with something--they are going to change/develop a schema for the content--to understand it at a deeper level and retain to a greater extent.
The way information is organized in our schemas can be so important to conceptual understanding and retrieval. Seeing relationships between higher order concepts and supporting details can facilitate retention and “bigger picture” conceptual attainment.Experts can quickly distinguish between declarative information and larger, overarching concepts. They see patterns easily—see relationships. Beginners or novices tend not to see these relationships. As an example, when one learns a new game, an unfamiliar one—the rules can seem overwhelming and sometimes idiosyncratic. One may not really understand the goal of the game; a novice may be able to recite the goal based on the rules they've read, but they may not really have a deep understanding of how the rules support the goal. Then, after one plays for a couple of times, the rules start to “make sense.” One gets to see the overarching goal (or concept) and how the individual rules or procedures support that goal. Soon, after months of play, one begins to see patterns that seem to lead to winning or losing. One can quickly recognize when a game is “lost” or “won” based on the configuration of the board.Once someone has a good schema for a particular game, they can more easily learn new games with related frameworks by invoking that schema or drawing on their prior knowledge. A person who knows how to play "Hearts" can usually pick up "Bridge" more easily. Hearing about the game may help invoke the schema--actually playing the game--and then teaching someone else to play helps the person to really "know" the game.
An active, hands-on experience can faciliate the development of schemas--when students take an active role in creating something--they are making the information their own--they are making memories that will be meaningful and memorable.
I admit to having some larger gaps in my knowledge base in subjects that were presented via lecture and text. But when I was able to interact with material in hands-on contexts, the information stayed with me. I see the same thing time and again with my own students. Building models, taking part in field trips, creating posters, podcasts, and other technology-based artifacts--even just working with manipulatives provides the personal, hands-on experience they need to remain engaged and to take ownership over the content.
I look forward to others' thoughts.
Tuesday, January 25, 2011
Thursday, January 20, 2011
Some thoughts on Cognitivism
Hi everyone,
I am sorry my blog is a little late. Here are some thoughts on cognitive theory.
I think that the constructivist theory is probably one I draw on a great deal in my teaching practices. It might be related to my preferred learning styles—NF and NT. I love creative activities and activities where I can solve problems. I find that when I can dive in and explore a topic, and play with it—testing ideas, verifying them—I’m making meaningful connections—and I remember what I’ve learned. I see the constructivist theory as providing a chance for more authentic, real world contexts for activities. If one can see a real world application, it is typically more meaningful, even for very abstract concepts.
When I was learning trigonometry, there was little opportunity to do more than memorize the formulas. I recall having difficulty although I love math---because I didn’t see a real world connection for the concepts—and so it was hard for me to make sense of what I was learning. I wish there had been an opportunity to apply these concepts in some way that made sense to me.
I find that typically projects are very helpful learning experiences. For one, they work well in collaborative contexts—and each learning style can usually find a task that he/she is attracted to. Second, there is an opportunity to learn to problem solve as a group—a very valuable skill. Students have models of other learning styles and approaches in their peers—they have a chance to see what works for other people—and to expand their own strategies. Finally, there is a finished product—something a student can take away and take pride in.
Looking forward to others’ thoughts.
I am sorry my blog is a little late. Here are some thoughts on cognitive theory.
I think that the constructivist theory is probably one I draw on a great deal in my teaching practices. It might be related to my preferred learning styles—NF and NT. I love creative activities and activities where I can solve problems. I find that when I can dive in and explore a topic, and play with it—testing ideas, verifying them—I’m making meaningful connections—and I remember what I’ve learned. I see the constructivist theory as providing a chance for more authentic, real world contexts for activities. If one can see a real world application, it is typically more meaningful, even for very abstract concepts.
When I was learning trigonometry, there was little opportunity to do more than memorize the formulas. I recall having difficulty although I love math---because I didn’t see a real world connection for the concepts—and so it was hard for me to make sense of what I was learning. I wish there had been an opportunity to apply these concepts in some way that made sense to me.
I find that typically projects are very helpful learning experiences. For one, they work well in collaborative contexts—and each learning style can usually find a task that he/she is attracted to. Second, there is an opportunity to learn to problem solve as a group—a very valuable skill. Students have models of other learning styles and approaches in their peers—they have a chance to see what works for other people—and to expand their own strategies. Finally, there is a finished product—something a student can take away and take pride in.
Looking forward to others’ thoughts.
Thursday, January 13, 2011
Some thoughts on Behaviorism
Hi everyone,
I see a behaviorist framework in reinforcement activities and homework. Essentially, students work at these activities to achieve mastery—they try something until they achieve a desired outcome. One of the challenges I face with these activities is students’ reluctance to complete them. Often, students don’t recognize the value or importance in practice as an avenue to skill development. For example, I know many people who want to play a musical instrument, but they aren’t motivated to practice the scales or chords enough to achieve automaticity—so they don’t necessarily enjoy the ability to play effortlessly and move to the next step on the expert-novice continuum.To increase motivation, I try to ground reinforcement and skill development activities in games—technology provides a lot of great options in the form of computer games. Students get the practice they need and they have fun while doing so, so they are willing to practice with increased commitment.
Sometimes including a collaborative aspect to an activity can encourage interest. Connecting the activity to something a student is excited about or has a personal interest in can also help jumpstart motivation.
Finally, some students have difficulty with the management of tasks—they see a homework assignment as daunting so they put it off until there is very little time to complete it and if they do complete it, the effort is lacking. Helping students to break down activities into manageable goals can give them more confidence to complete work—a collaborative option can also foster interest and commitment to the task.
I look forward to everyone’s thoughts on this.
Susan
I see a behaviorist framework in reinforcement activities and homework. Essentially, students work at these activities to achieve mastery—they try something until they achieve a desired outcome. One of the challenges I face with these activities is students’ reluctance to complete them. Often, students don’t recognize the value or importance in practice as an avenue to skill development. For example, I know many people who want to play a musical instrument, but they aren’t motivated to practice the scales or chords enough to achieve automaticity—so they don’t necessarily enjoy the ability to play effortlessly and move to the next step on the expert-novice continuum.To increase motivation, I try to ground reinforcement and skill development activities in games—technology provides a lot of great options in the form of computer games. Students get the practice they need and they have fun while doing so, so they are willing to practice with increased commitment.
Sometimes including a collaborative aspect to an activity can encourage interest. Connecting the activity to something a student is excited about or has a personal interest in can also help jumpstart motivation.
Finally, some students have difficulty with the management of tasks—they see a homework assignment as daunting so they put it off until there is very little time to complete it and if they do complete it, the effort is lacking. Helping students to break down activities into manageable goals can give them more confidence to complete work—a collaborative option can also foster interest and commitment to the task.
I look forward to everyone’s thoughts on this.
Susan
Thursday, January 6, 2011
Welcome to my Blog
Hello everyone,
Welcome to my blog.
I look forward to sharing ideas with you.
Wishing everyone a great course.
Susan
Welcome to my blog.
I look forward to sharing ideas with you.
Wishing everyone a great course.
Susan
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