When I first saw the topic of generating and testing hypothesis my mind automatically went to scientific method and I was curious as to how this was going to fit into this week’s assignments. I read the first sentence and realized I was wrong. In the book Using Technology with classroom instruction that works, it states that “when students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge” (Pitler, Hubbell, Kuhn, & Malenoski, 2007) in all subject areas. When applying generating and testing hypotheses in the classroom it is important to “make sure students can explain their hypotheses and conclusions, as well as teachers need to use a variety of tasks to guide students through generating and testing hypotheses” (Pitler et al., 2007).
Students being able to generate and test hypotheses allow students to be creative in trying to figure out a possible solution to the problem given in front of them. When they generate a hypotheses it allows each student to “construct his/her own meaning” (Orey, 2009), which is a characteristic of constructivism, there is no absolute. Once the student has come up with their own ideas and solutions, it is time for the student to test their hypothesis. With the development in “probeware and interactive applets, allow students to spend more time interpreting data rather than gathering the data” (Pitler et al., 2007). The use of various web resources makes is easy and interactive for students to generate and test hypotheses on a particular subject area and they are also able to see the “outcome of their hypotheses in virtual situations that would be impossible or financially unfeasible in real life” (Pitler et al., 2007). Using the following: spreadsheet software, data collection tools, and web resources students are able to generate and test hypotheses easier and are more engaged because they are not having to gather all the information which can be “tedious and error prone” (Pitler et al., 2007) for students.
References:
Laureate Education, Inc. (Executive Producer). (2009). Constructionist and Constructivist
Learning Theory.[Motion Picture]. Bridging learning theory, instruction, and technology.
Baltimore: Author
Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Tuesday, May 26, 2009
Tuesday, May 19, 2009
Cognitivism in Practice
Cognitive Learning theory is primarily revolved around information processing (Orey, 2009). It is important for students to know how to takes notes and summarize information given to them and in a way where the information will be placed into their long-term memory. A “primary mechanism for storing information into long term memory is elaboration” (2009). In order for students to store information into long term memory, we as teachers want to make as many connections as possible to the material presented (2009).
When teaching students new subject material advance organizers are very beneficial (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Using advance organizers “provide to students before a learning activity to help them classify and make sense of content they will encounter” (2007, p. 73). Any types of organizers that will help the learner organize the information that is going to be important for the student to understand and store in their memory will be beneficial. All students are going to want to use different organizers, cues, and summarizing to relate the information to them in a way that is beneficial to them personally.
These types of organizers can be used when teaching health and physical education. For example in P.E. our goal everyday is to get students moving, raise heart rate, and turn them onto physical education so they can live healthier and more productive lives. If we gave tests in P.E. which we rarely do, using organizers would probably be the best idea to help students learn and remember the important information. Students do not bring down pencil or paper to P.E. so the best way for this to happen would be for me to put up important vocabulary and facts that are important to the activity we are doing at that time, and then ask the students to come up with an organizer that will help them remember the information clearly and then they will turn those in and from that I will see if they understood the material or if I need to explain to them more thoroughly and allow them to do it over to make sure they have included all the important facts.
References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H. , Hubbell, E. , Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. ASCD.
When teaching students new subject material advance organizers are very beneficial (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 73). Using advance organizers “provide to students before a learning activity to help them classify and make sense of content they will encounter” (2007, p. 73). Any types of organizers that will help the learner organize the information that is going to be important for the student to understand and store in their memory will be beneficial. All students are going to want to use different organizers, cues, and summarizing to relate the information to them in a way that is beneficial to them personally.
These types of organizers can be used when teaching health and physical education. For example in P.E. our goal everyday is to get students moving, raise heart rate, and turn them onto physical education so they can live healthier and more productive lives. If we gave tests in P.E. which we rarely do, using organizers would probably be the best idea to help students learn and remember the important information. Students do not bring down pencil or paper to P.E. so the best way for this to happen would be for me to put up important vocabulary and facts that are important to the activity we are doing at that time, and then ask the students to come up with an organizer that will help them remember the information clearly and then they will turn those in and from that I will see if they understood the material or if I need to explain to them more thoroughly and allow them to do it over to make sure they have included all the important facts.
References:
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Pitler, H. , Hubbell, E. , Kuhn, M., Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA. ASCD.
Wednesday, May 13, 2009
Behaviorism in Practice
Behaviorism in Practice
First off effort is very important for a student’s success. Of all the attributes that contribute to success “Effort is the one that is within an individual’s control” (Pitler, Hubbell, Kuhn, Maleniski, 2007). As a physical educator effort is very important. My students gets grade for effort, rather than performance, as long as the child put forth effort they receive a hundred for the day. It is the students’ decision whether or not they want to put forth the effort during class time or suffer receiving a bad grade in Physical Education.
I like the idea given in the book Using Technology with classroom instruction that works, when it states an easy way to show effort and achievement is with a spreadsheet. I believe this is something that can be very beneficial for my students in P.E. I could create a spreadsheet that shows amount of effort put forth determines what you will get out of the class (Pitler et al., 2007). In P.E. the main goal is to get students heart rates up and help them get into shape, while playing fun and engaging activities. When handing out my syllabus in the beginning of the year I can include a rubric that will tell the students how they will be graded, and how much effort is will take to make the grade they want to receive. In physical education I find the more encouraging you are the better the effort seems to be. Teachers need to always provide positive reinforcements to their students if the student does something well. I try to everyday at least encourage all my students at least once during the class period. Positive reinforcements could be but not limited to, “smiling at students after a correct response or in my case performs the skill or activity well, commending students for their work or effort, call parents and let them know how well their child did that day (Orey, 2002). This is a great example for the behaviorist learning theory.
Effort is very important for students’ success and well-being. It was also stated in the text about homework. I do not give homework and our school does not allow us to give homework, but I believe that homework is very important because it helps the “student deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). I as a physical education teacher would not give homework but I think that for classroom teachers it should be required at my school to give at least get 2 nights worth of homework. I know for the students at my school that they have real difficult time writing, they write like they talk. In the book it talks about all the available tools that can be used in Microsoft word (2007), I think that teachers should familiarize these tools with their students and then for homework write a paper with a rubric given and use the tools they have learned about. Students showing effort and having homework to reinforce skills that are being taught are very important and all contribute to a child’s success.
References
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Orey, M. (Ed.) (2002). Emerging perspectives on learning, teaching, and technology. Behaviorism.
Retrieved from http://projects.coe.uga.edu/epltt/
First off effort is very important for a student’s success. Of all the attributes that contribute to success “Effort is the one that is within an individual’s control” (Pitler, Hubbell, Kuhn, Maleniski, 2007). As a physical educator effort is very important. My students gets grade for effort, rather than performance, as long as the child put forth effort they receive a hundred for the day. It is the students’ decision whether or not they want to put forth the effort during class time or suffer receiving a bad grade in Physical Education.
I like the idea given in the book Using Technology with classroom instruction that works, when it states an easy way to show effort and achievement is with a spreadsheet. I believe this is something that can be very beneficial for my students in P.E. I could create a spreadsheet that shows amount of effort put forth determines what you will get out of the class (Pitler et al., 2007). In P.E. the main goal is to get students heart rates up and help them get into shape, while playing fun and engaging activities. When handing out my syllabus in the beginning of the year I can include a rubric that will tell the students how they will be graded, and how much effort is will take to make the grade they want to receive. In physical education I find the more encouraging you are the better the effort seems to be. Teachers need to always provide positive reinforcements to their students if the student does something well. I try to everyday at least encourage all my students at least once during the class period. Positive reinforcements could be but not limited to, “smiling at students after a correct response or in my case performs the skill or activity well, commending students for their work or effort, call parents and let them know how well their child did that day (Orey, 2002). This is a great example for the behaviorist learning theory.
Effort is very important for students’ success and well-being. It was also stated in the text about homework. I do not give homework and our school does not allow us to give homework, but I believe that homework is very important because it helps the “student deepen their understanding of the content and to gain proficiency with their skills” (Pitler et al., 2007). I as a physical education teacher would not give homework but I think that for classroom teachers it should be required at my school to give at least get 2 nights worth of homework. I know for the students at my school that they have real difficult time writing, they write like they talk. In the book it talks about all the available tools that can be used in Microsoft word (2007), I think that teachers should familiarize these tools with their students and then for homework write a paper with a rubric given and use the tools they have learned about. Students showing effort and having homework to reinforce skills that are being taught are very important and all contribute to a child’s success.
References
Pitler, H., Hubbell, E., Kunh, M., & Malenoski, K. (2007). Using technology with classroom
instruction that works. Alexandria, VA: ASCD
Orey, M. (Ed.) (2002). Emerging perspectives on learning, teaching, and technology. Behaviorism.
Retrieved from http://projects.coe.uga.edu/epltt/
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