Most educators wouldn't get the slight "geek joke" in the title of this blog. Most of you probably know by now that I am currently in a software position and am responsible for our training programs. I have used the experiences in those training programs extensively for my coursework. Anyway, many of the best software reference books are from the "In Action" series. (Java In Action, EJB In Action, GWT In Action etc) These books generally attempt to teach in-depth knowledge through a series of exercises ultimately working toward a large scaled project. This course served the "In Action" purpose for me.
I was supposed to incorporate 21st century learning skills into my training courses. I assumed this would be relatively easy since I teach adults about web-centric technologies. Ultimately I found the modification of my training to be rather difficult and I had some real struggles to fully implement those skills into the curriculum.
One of the greatest discoveries I made concerned me rather than my students or my syllabus. I had always thought myself very web-fluent. I have very little trouble doing internet searches and generally handle technology very well in terms of discovery and presentation. However as I delved deeper into the course material and tried a few of the exercises I found that I was not a particularly adept searcher, I had merely found ways to work around my shortcomings. I also discovered that I had developed serious crutches for the tools and technologies that I was familiar with but when attempting to expand beyond my comfort zone I was fairly inept. It was quite a challenge for me to incorporate logical, structured web-searching into my curriculum as well as message board seeding and skimming because as it turned out, I wasn't too good at it myself.
I believe going forward I will pay a great deal more attention to the skills that I generally take for granted. I understand now that web fluency is a complicated and ever-changing skill that requires attention and effort to excel. I will also make a much more concerted effort to include the rudimentary information and communication skills into my curriculum that are so necessary for today's employees and managers. For example, the various modifications I made to my curriculum to incorporate more collaborative effort and presentations from the students proved to be very challenging because at times my foundational teaching simply was not sufficient to prepare the students for the tasks I was assigning. Simply asking students to "group up" and work on a project is inadequate. It turns out that without guidance these collaborative exercises more often than not produce additional tension and frustration when they are not properly prepared and presented.
One large part of my updated courses included formal APA citation for the students work. I admit that even now, after all these courses, I do struggle with the APA format and it's quirks and exceptions. From a professional standpoint, I would very much like to 'master' APA formatting so I could do a better job of teaching my students how to write and reference their work. Of course numerous resources exist for this goal so essentially the key requirement is for me dive in and simply master the material. As an English teacher, I admit this should have been done long ago and it is not without some chagrin that I admit this deficiency. However I am committed to improving and doing a better job not only with my own work, but with my ability to teach my students.
Sunday, February 28, 2010
Sunday, November 1, 2009
My Learning Theory - Redux
In reviewing my personal theory of learning submission from the beginning of the course, I must admit that I haven't significantly changed my approach from a philosophical perspective. I still believe in collaborative learning and constructive projects that provide students a chance to create something new and ideally useful from their recently acquired knowledge. The simple restraints of time, resources and endurance do dictate that sometimes other methodologies must be used as well. While I would love an environment that provided students constant opportunities to work together and create literary artifacts, that simply isn't possible all the time. What I would like to focus on his finding ways to harmoniously blend different learning philosophies in such a way that students who respond well to specific methodologies (behaviorism based students, for example who live to destroy the grade curve) can receive instruction that caters to their strengths while they are still exposed from time to time to different theories so they can learn to excel even when the instructional format isn't necessarily their favorite.
A couple of tools that I was impressed with have some different utility. Voice-threads and concept maps were admittedly new concepts for me and on the surface they seem to be relatively trivial technologies. However, these tools can help give students ownership of their knowledge. Concept maps can be used by students to organize thier information on a topic and apply learning connections between ideas and information so they can better remember. Furthermore, the concept maps, created by the students can serve as tremendous study tools. Voice-threads form a tremendous collaborative 'work in progress' construct that students can use to continually evolve their work and produce a team-centric information presentation or simply a running study group converstation. The tool has value both as an organizational construct for the students preparing it, but also a presentation format for other students who want to review the information and gain an introduction to the pertinent points.
I have already started working on a long-term wiki project for my S1000D training. My goal is to provide a centralized knowledge repository where professionals who work with the specification on a daily basis can contribute and benefit from the collaborative brain-trust. I have also considered building a tool I'm tentatively calling a blog-folio which allows teachers, students, parents and administrators to maintain a long-term portfolio of work that can be collaborative and iterative, utilizing input from all involved groups to improve the contents. I began thinking of this concept while learning about the voice-threads. It occurred to me that the voice-thread tools merely incorporated a number of common and well-known technologies into a collaborative platform. It seems to me that the same kind of thinking can be applied to a body of work from a student, incorporating everything from study notes and chat-transcripts to written assignments, quizzes, tests, submitted videos, speeches, or other presentations. Furthermore, feedback from teachers, administrators and input from parents and the students themselves can all be bundled into a manageable format that allows a holistic view of a students' work over a long-term sampling.
A couple of tools that I was impressed with have some different utility. Voice-threads and concept maps were admittedly new concepts for me and on the surface they seem to be relatively trivial technologies. However, these tools can help give students ownership of their knowledge. Concept maps can be used by students to organize thier information on a topic and apply learning connections between ideas and information so they can better remember. Furthermore, the concept maps, created by the students can serve as tremendous study tools. Voice-threads form a tremendous collaborative 'work in progress' construct that students can use to continually evolve their work and produce a team-centric information presentation or simply a running study group converstation. The tool has value both as an organizational construct for the students preparing it, but also a presentation format for other students who want to review the information and gain an introduction to the pertinent points.
I have already started working on a long-term wiki project for my S1000D training. My goal is to provide a centralized knowledge repository where professionals who work with the specification on a daily basis can contribute and benefit from the collaborative brain-trust. I have also considered building a tool I'm tentatively calling a blog-folio which allows teachers, students, parents and administrators to maintain a long-term portfolio of work that can be collaborative and iterative, utilizing input from all involved groups to improve the contents. I began thinking of this concept while learning about the voice-threads. It occurred to me that the voice-thread tools merely incorporated a number of common and well-known technologies into a collaborative platform. It seems to me that the same kind of thinking can be applied to a body of work from a student, incorporating everything from study notes and chat-transcripts to written assignments, quizzes, tests, submitted videos, speeches, or other presentations. Furthermore, feedback from teachers, administrators and input from parents and the students themselves can all be bundled into a manageable format that allows a holistic view of a students' work over a long-term sampling.
Monday, October 12, 2009
Constructivism, Behavioral theory and ... some soup.
When I teach my Junior English class, one of my favorite units is something I call the "isms". We go over the ideas of Classicism, Romanticism, Transcendentalism and Gothicism. My students often groan good-naturedly when I bring up the isms because I enjoy this part of the curriculum so much and we review a good deal of work from these various genres.
In many ways, teachers can look at learning theory as the 'isms' of teaching. We have behavioral theory... or "mouse in a maze-ism" where we reward students for proper behavior and repetition of a task or concept. We may also withhold reward or even provide punishment to students based upon their performance. Mouse in a maze-ism can basically be boiled down to the idea that students LIKE consistency in how they are taught and they LIKE to consistently produce work that pleases their teacher and subsequently provides them with cheesy-good grades. From a technology standpoint, a number of standard tools and technologies that students can learn and rely upon help them to develop a solid reliable relationship with their learning. For example, learning a word-processing tool like Word is generally very reinforcing, because the student is able to learn the various controls and reproduce reliably some work that will provide them with rewards.
One of the other ism's that teachers use more and more of is constructivism. This is a strategy that asks students to create some new and exciting artifact that they can show to others. An artifact could be an oral presentation, a movie, a webpage - even a rock that is painted nicely. the idea is that a student works to create something new by aggregating and synthesizing material into something unique and personal. I like to think of this as "build a better mouse-trapism". (Actually, I prefer constructivism to behavioral methods so the whole mousetrap catching the mouse in the maze is appropriate... sort of.)
There are other learning theory components that tie in to both of these major theories. Dr. Orey has suggested that people learn by classifying items, placing them in little mental boxes and then finding ways to associate all the different boxes in our minds (Laureate Education, 2007). This concept ties in more or less with some of the tenets of behavioral theory. The goal is to help students not only create these "boxes" in their minds but through repetition and personalized episodes help them create numerous links to those boxes so they can find the memory and reproduce it whenever needed.
Another sub-concept of constructivism is the idea of collaboratively working on some artifact. This brings several students together working on some project or deliverable and puts them into a social environment where they not only learn from the material presented but from eachother as well. Environmental theories suggest that students learn from the environment, people and situations around them. Therefore, teachers can combine better mouse-trap-ism with collaborative concepts to maximize the rewards of constructivism and social learning.
references:
Laureate Education, Inc. (Producer). (2009). Program 4. Cognitive learning theories [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.
In many ways, teachers can look at learning theory as the 'isms' of teaching. We have behavioral theory... or "mouse in a maze-ism" where we reward students for proper behavior and repetition of a task or concept. We may also withhold reward or even provide punishment to students based upon their performance. Mouse in a maze-ism can basically be boiled down to the idea that students LIKE consistency in how they are taught and they LIKE to consistently produce work that pleases their teacher and subsequently provides them with cheesy-good grades. From a technology standpoint, a number of standard tools and technologies that students can learn and rely upon help them to develop a solid reliable relationship with their learning. For example, learning a word-processing tool like Word is generally very reinforcing, because the student is able to learn the various controls and reproduce reliably some work that will provide them with rewards.
One of the other ism's that teachers use more and more of is constructivism. This is a strategy that asks students to create some new and exciting artifact that they can show to others. An artifact could be an oral presentation, a movie, a webpage - even a rock that is painted nicely. the idea is that a student works to create something new by aggregating and synthesizing material into something unique and personal. I like to think of this as "build a better mouse-trapism". (Actually, I prefer constructivism to behavioral methods so the whole mousetrap catching the mouse in the maze is appropriate... sort of.)
There are other learning theory components that tie in to both of these major theories. Dr. Orey has suggested that people learn by classifying items, placing them in little mental boxes and then finding ways to associate all the different boxes in our minds (Laureate Education, 2007). This concept ties in more or less with some of the tenets of behavioral theory. The goal is to help students not only create these "boxes" in their minds but through repetition and personalized episodes help them create numerous links to those boxes so they can find the memory and reproduce it whenever needed.
Another sub-concept of constructivism is the idea of collaboratively working on some artifact. This brings several students together working on some project or deliverable and puts them into a social environment where they not only learn from the material presented but from eachother as well. Environmental theories suggest that students learn from the environment, people and situations around them. Therefore, teachers can combine better mouse-trap-ism with collaborative concepts to maximize the rewards of constructivism and social learning.
references:
Laureate Education, Inc. (Producer). (2009). Program 4. Cognitive learning theories [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.
Tantalus
In Greek mythology, Tantalus was a fellow who upset the Gods. In punishment, they placed him eternally in a pool of cool water that drained instantly whenever he tried to drink. They also placed grapes above his head that moved just beyond his reach when he tried to eat. I felt like that this week. I had problems connecting to the internet and despite all the wonderful technologies that surround us, I was left hungry and thirsty, and really quite frustrated.
I am getting this up late, but I do really hope some of you have time to take a look and comment on it. I've set my topic about helping students who may have trouble connecting to the internet reliable or at all and asking for suggestions to help those students so the technology around us does not actually become a hindrance and frustration instead of a great tool and exciting opportunity.
Please try to take a look at my voice thread if you have an opportunity.
http://voicethread.com/share/661981/
I am getting this up late, but I do really hope some of you have time to take a look and comment on it. I've set my topic about helping students who may have trouble connecting to the internet reliable or at all and asking for suggestions to help those students so the technology around us does not actually become a hindrance and frustration instead of a great tool and exciting opportunity.
Please try to take a look at my voice thread if you have an opportunity.
http://voicethread.com/share/661981/
Sunday, October 4, 2009
Constructionist Theory in Action
It's so much fun to find the proper names for the various strategies we've been using as teachers for so long. It turns out I'm a constructionist! This would undoubtedly make my father proud as he is a construction professional and has long wondered why I fail so abysmally at things like putting up new sheetrock and installing new garage doors... but I digress.
We've been asked this week to take a look at constructionism and how it applies not only to our own teaching but to discuss some of the various activities that were exposed to us this week in our materials. For any readers who may not be up to speed on constructionism (I undoubtedly have many many visitors who are not part of my current classes) I will quickly summarize constructionist theory. Dr. Michael Orey, an associate professor at Georgia described constructionism as a theory of learning wherein people learn best when they build or produce something tangible that they can share with or show to other people (Laureate Education, 2009). So essentially all those craft projects and collages and mobiles and every physical 'thing' you've had your students or children build for you fit under the category of constructionism assuming that you've had them create these objects for the purpose of learning about some topic or system.
Orey further points out that constructionist learning theory builds upon the tenets of Jean Piaget regarding how people learn. These tenets on a basic level suggest that people build concepts, or boxes if you will of the world and everything in it (Laureate Education, 2009). So, you undoubtedly have a "horse box" or a construct that contains the essential information you know of that defines a horse. That may include an animal with 4 legs that is generally tall, that has a long face and may be ridden. I'm certain there are more details in your "horse box". Piaget called this construct your schema (Laureate Education, 2009). Now, sometimes you run into something new... which may or may not easily fit into your "horse box". Perhaps you see a new kind of horse, let's say a miniature pony. Now... While this thing generally looks like a horse for the most part, it's entirely to short to fit easily into your general concept of what a horse is. This incongruity between the horse-thing you're looking at and your schema of what a horse should be is called dis-equilibration (Laureate Education, 2009).
Now, we know that people don't like things that don't fit. An entire entertainment industry has been created to give us jigsaw puzzles because people have a deep-seated NEED for things to fit. That need causes us to do one of two things with our minature pony that doesn't quite work with our horse box. We can adapt our view of the outside world to fit our schema, a practice called assimilation (Laureate Education, 2009). Alternately, we can modify our concept of what should be a "horse" to include the new miniature pony. This is called accommodation (Laureate Education, 2009). Most likely we will accommodate the miniature pony and make a minor enhancement to our "horse box" to include the fact that horses CAN be very small, like a miniature pony. In this way we have increased our concept of horses and simply learned something new about them.
Whew... that was a long and probably less than thrilling overview of some basic constructionist stuff. Now, what you are wondering (I kid myself, I know) is how does this idea of constructionism or creating a tangible artifact tie in with those learning principles. (You may also be wondering why you never had a pony as a child, but again... I digress.) In order to modify our schema and either build up our concepts of things in the world or learn to interpret what we see differently so it makes sense to us, students need to actively think and do. This means that by creating a new item, perhaps a collage made from clipped magazine pictures students have to locate photographs that somehow match the schema concepts of what they are supposed to be creating and then tie them in with the theme. In many cases this can be difficult. There may be a shortage of photographs or the theme may simply be difficult to summarize in pictures. Therefore, students have to really consider their schema and find a way to equilibrate the items they have to construct their artifact with the thematic concepts they are trying to express.
And building the object is only half the process. When the students subsequently present and explain their process in creating the montage, they are continuing to work on equilibration and in that process strengthening their schema.
The material this week showed a couple of examples of tools or lessons teachers can use to include technology in their classrooms while offering students the chance to create their own artifacts. One example demonstrated the use of excel to help students learn fairly complex concepts about money, investment and compound interest ((Pitler et. al, 2007). While I thought this example was certainly interesting and would help students learn the value of investment, I did not feel that the artifact created by the students was significantly meaningful to them to really help drive the point home. I would have preferred to have the students themselves learn how to enter the formulae and create the entire spreadsheet instead of merely having to enter a single value and having the rest of the data auto-generate. While I appreciate the time-savings that method provides, I simply feel that the students didn't necessarily have enough personal involvement to really feel like they 'created something'.
Another example had students making predictions about acid rain content in their local water sources and tracking information that they collected in a spreadsheet to demonstrate the level of acidity in their local water sources ((Pitler et. al, 2007). I found this particular process a bit more interactive and engaging for the students as they had to be more involved in research and data gathering as well as making predictions and charting different values in order to present a final unified graph.
While I do like these activities and see the value in their use I still feel the best type of constructionist activity is one the students define themselves. I like to allow students to create their own criteria based upon some agreed upon assessment parameter at the end of the process. The Orey video showed students creating booklets based upon novels they read. The booklets contained several artifacts that utilized different skills and talents to generate and one of the highlights for the students was creating poems that conformed to some shape they associated with their novel (Laureate Education, 2009). This allowed students to use word-processing programs to create a structure-poem. This group of exercises provides different kinds of activities that will help students learn better by tying in greater amounts of information and types of activities to the themes and content of their books. I've always been a fan of trying to tie different kinds of activities to learning so students who prefer one method over another have several ways to receive and associate information with their "boxes".
References:
Laureate Education, Inc. (Producer). (2009). Program 7. Constructionist and Constructivist Learning Theories [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.
We've been asked this week to take a look at constructionism and how it applies not only to our own teaching but to discuss some of the various activities that were exposed to us this week in our materials. For any readers who may not be up to speed on constructionism (I undoubtedly have many many visitors who are not part of my current classes) I will quickly summarize constructionist theory. Dr. Michael Orey, an associate professor at Georgia described constructionism as a theory of learning wherein people learn best when they build or produce something tangible that they can share with or show to other people (Laureate Education, 2009). So essentially all those craft projects and collages and mobiles and every physical 'thing' you've had your students or children build for you fit under the category of constructionism assuming that you've had them create these objects for the purpose of learning about some topic or system.
Orey further points out that constructionist learning theory builds upon the tenets of Jean Piaget regarding how people learn. These tenets on a basic level suggest that people build concepts, or boxes if you will of the world and everything in it (Laureate Education, 2009). So, you undoubtedly have a "horse box" or a construct that contains the essential information you know of that defines a horse. That may include an animal with 4 legs that is generally tall, that has a long face and may be ridden. I'm certain there are more details in your "horse box". Piaget called this construct your schema (Laureate Education, 2009). Now, sometimes you run into something new... which may or may not easily fit into your "horse box". Perhaps you see a new kind of horse, let's say a miniature pony. Now... While this thing generally looks like a horse for the most part, it's entirely to short to fit easily into your general concept of what a horse is. This incongruity between the horse-thing you're looking at and your schema of what a horse should be is called dis-equilibration (Laureate Education, 2009).
Now, we know that people don't like things that don't fit. An entire entertainment industry has been created to give us jigsaw puzzles because people have a deep-seated NEED for things to fit. That need causes us to do one of two things with our minature pony that doesn't quite work with our horse box. We can adapt our view of the outside world to fit our schema, a practice called assimilation (Laureate Education, 2009). Alternately, we can modify our concept of what should be a "horse" to include the new miniature pony. This is called accommodation (Laureate Education, 2009). Most likely we will accommodate the miniature pony and make a minor enhancement to our "horse box" to include the fact that horses CAN be very small, like a miniature pony. In this way we have increased our concept of horses and simply learned something new about them.
Whew... that was a long and probably less than thrilling overview of some basic constructionist stuff. Now, what you are wondering (I kid myself, I know) is how does this idea of constructionism or creating a tangible artifact tie in with those learning principles. (You may also be wondering why you never had a pony as a child, but again... I digress.) In order to modify our schema and either build up our concepts of things in the world or learn to interpret what we see differently so it makes sense to us, students need to actively think and do. This means that by creating a new item, perhaps a collage made from clipped magazine pictures students have to locate photographs that somehow match the schema concepts of what they are supposed to be creating and then tie them in with the theme. In many cases this can be difficult. There may be a shortage of photographs or the theme may simply be difficult to summarize in pictures. Therefore, students have to really consider their schema and find a way to equilibrate the items they have to construct their artifact with the thematic concepts they are trying to express.
And building the object is only half the process. When the students subsequently present and explain their process in creating the montage, they are continuing to work on equilibration and in that process strengthening their schema.
The material this week showed a couple of examples of tools or lessons teachers can use to include technology in their classrooms while offering students the chance to create their own artifacts. One example demonstrated the use of excel to help students learn fairly complex concepts about money, investment and compound interest ((Pitler et. al, 2007). While I thought this example was certainly interesting and would help students learn the value of investment, I did not feel that the artifact created by the students was significantly meaningful to them to really help drive the point home. I would have preferred to have the students themselves learn how to enter the formulae and create the entire spreadsheet instead of merely having to enter a single value and having the rest of the data auto-generate. While I appreciate the time-savings that method provides, I simply feel that the students didn't necessarily have enough personal involvement to really feel like they 'created something'.
Another example had students making predictions about acid rain content in their local water sources and tracking information that they collected in a spreadsheet to demonstrate the level of acidity in their local water sources ((Pitler et. al, 2007). I found this particular process a bit more interactive and engaging for the students as they had to be more involved in research and data gathering as well as making predictions and charting different values in order to present a final unified graph.
While I do like these activities and see the value in their use I still feel the best type of constructionist activity is one the students define themselves. I like to allow students to create their own criteria based upon some agreed upon assessment parameter at the end of the process. The Orey video showed students creating booklets based upon novels they read. The booklets contained several artifacts that utilized different skills and talents to generate and one of the highlights for the students was creating poems that conformed to some shape they associated with their novel (Laureate Education, 2009). This allowed students to use word-processing programs to create a structure-poem. This group of exercises provides different kinds of activities that will help students learn better by tying in greater amounts of information and types of activities to the themes and content of their books. I've always been a fan of trying to tie different kinds of activities to learning so students who prefer one method over another have several ways to receive and associate information with their "boxes".
References:
Laureate Education, Inc. (Producer). (2009). Program 7. Constructionist and Constructivist Learning Theories [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.
Monday, September 28, 2009
Oops, I missed my cue!
This week's resources discussed cues, advanced organizers and questioning strategies as well as summarizing and note-taking. I failed to notice my cue to fill in my blog this week so I stand chagrined.
Cues of course are statements or comments meant to prepare students for learning, or to elicit some kind of response from them. Normally a teacher would provide cues either before presenting some material or while questioning students about their knowledge to draw information from them, from a behavioral context this is pretty straightforward in that you are attempting to model a behavior or elicit some kind of response from your students.
Advanced organizers are, in my opinion a great idea and I'm sad to admit I have not used them extensively in my teaching. I really like the idea of providing a formatted pre-view of the types of information and material that students will be presented so they can work their way through that material and gain specific information. Also in terms of providing structure and giving students a physical map of material to notice and maintain provides a great form of positive feedback. (I need to find and answer... oh, there it is! I fill in my organizer or content map and presto, I feel reinforced.)
The summarizing section of the book was also interesting. I like having students to self-directed summaries because it helps them to learn what information is important and how best to package that up in a format they can easily remember and recall. And of course the process of determining what should be summarized helps with the memorization and retention of material.
Finally, regarding note-taking - I must admit I was a terrible note-taker until I took Psych 101 my freshman year of college. The prof spend a few days teaching us how to take notes in a specific format and it helped me immensely. Again as far as our behavioral discussions, theres something very satisfying about taking well organized and structured notes and being able to quickly and easily find information when you want it.
At least I think that's what I wanted to say... let me look through these notes... um...
Cues of course are statements or comments meant to prepare students for learning, or to elicit some kind of response from them. Normally a teacher would provide cues either before presenting some material or while questioning students about their knowledge to draw information from them, from a behavioral context this is pretty straightforward in that you are attempting to model a behavior or elicit some kind of response from your students.
Advanced organizers are, in my opinion a great idea and I'm sad to admit I have not used them extensively in my teaching. I really like the idea of providing a formatted pre-view of the types of information and material that students will be presented so they can work their way through that material and gain specific information. Also in terms of providing structure and giving students a physical map of material to notice and maintain provides a great form of positive feedback. (I need to find and answer... oh, there it is! I fill in my organizer or content map and presto, I feel reinforced.)
The summarizing section of the book was also interesting. I like having students to self-directed summaries because it helps them to learn what information is important and how best to package that up in a format they can easily remember and recall. And of course the process of determining what should be summarized helps with the memorization and retention of material.
Finally, regarding note-taking - I must admit I was a terrible note-taker until I took Psych 101 my freshman year of college. The prof spend a few days teaching us how to take notes in a specific format and it helped me immensely. Again as far as our behavioral discussions, theres something very satisfying about taking well organized and structured notes and being able to quickly and easily find information when you want it.
At least I think that's what I wanted to say... let me look through these notes... um...
Thursday, September 17, 2009
.50 cents and 110 Volts!
The basic concepts of behaviorist learning can be nicely summarized with a piece of technology we've all been exposed to for most of our lives...
The soda machine is an excellent model for the principles of behavioral psychology. Let's consider what a soda machine does for us.
A) You put your .50 cents in, click a button and get the proper can of soda.
This is positive reinforcement. You are essentially being rewarded for properly performing a task.
B) You put your .50 cents in, click a button but no can of soda comes out.
This is negative reinforcement. You have properly performed a task, but you were not given a reward.
Scenario B inevitably leads to a behaviorist activity called "extinction".
C) You press the button on the soda machine over and over again trying to get it to drop your can of soda.
Extinction is the heightened recurrence of a behavior in order to try to receive a positive reinforcement when you haven't been given one.
D) You may also put your .50 cents into a soda machine, press the button and due to an electrical short, receive a 110 volt shock.
This is punishment. While negative reinforcement is very likely to produce an extinction behavior, punishment is more likely to actually prohibit the repetition of the behavior. (Who wants to risk getting another 110 volt shock for a lousy can of soda?)
Some research into the inner workings of kids hopelessly hooked on sugared, caffeinated beverages suggests that sporadic positive and negative reinforcement does the most to produce recurrent behavior. For some reason, the possibility of occasional failure eventually rewarded with success leads to more common practice of the behavior.
so, with that in mind... how can this be applied to a classroom? Teachers have a number of ways of providing positive and negative feedback, and of course we can also deal out some punishment as necessary. A key element in the success of behavioral modification is in finding unique and enticing forms of positive reinforcement. Kids LOVE technology and for some unclear reason they will put a much greater deal of effort into a repetitive, uninteresting task if it can somehow be linked to technology. (Some would say positive reinforcement may be a factor here, wink wink...) The fact is, the simple task of having students create excel spreadsheets at home and track their own grades on that spreadsheet can lead to greater effort in the classroom. Students not only have the joy of entering values into their spreadsheet and seeing immediate feedback in terms of how that effects their grade, they gain a sense of control over their performance. No longer are grades arbitrary values assigned and managed by the teachers.
As for using technology for other actual learning tasks, teachers can easily motivate their students to take more time on their homework and put more effort into it by simply utilizing resources available on the web. Many activities and quizzes and forums exist on the internet that can be carefully culled and matched to your curriculum needs. These resources can provide students a pleasant break from more traditional learning activities and get them excited and involved. As an English teacher, projects and presentations are a major part of my assessment strategy. While my students are willing to present material up in front of the class, they are much more exited and involved when they create a multi-media presentation that can be viewed either with the good old DVD player, or better yet from the internet. Using technology tools to interest and motivate students provides them with immediate feedback, generally positive that helps them stay involved and excited in the class.
So... feel free to take your .50 cents and plug it into some interesting and incentivizing reinforcement strategies. Odds are you'll end up with more interested and better-performing students.
The soda machine is an excellent model for the principles of behavioral psychology. Let's consider what a soda machine does for us.
A) You put your .50 cents in, click a button and get the proper can of soda.
This is positive reinforcement. You are essentially being rewarded for properly performing a task.
B) You put your .50 cents in, click a button but no can of soda comes out.
This is negative reinforcement. You have properly performed a task, but you were not given a reward.
Scenario B inevitably leads to a behaviorist activity called "extinction".
C) You press the button on the soda machine over and over again trying to get it to drop your can of soda.
Extinction is the heightened recurrence of a behavior in order to try to receive a positive reinforcement when you haven't been given one.
D) You may also put your .50 cents into a soda machine, press the button and due to an electrical short, receive a 110 volt shock.
This is punishment. While negative reinforcement is very likely to produce an extinction behavior, punishment is more likely to actually prohibit the repetition of the behavior. (Who wants to risk getting another 110 volt shock for a lousy can of soda?)
Some research into the inner workings of kids hopelessly hooked on sugared, caffeinated beverages suggests that sporadic positive and negative reinforcement does the most to produce recurrent behavior. For some reason, the possibility of occasional failure eventually rewarded with success leads to more common practice of the behavior.
so, with that in mind... how can this be applied to a classroom? Teachers have a number of ways of providing positive and negative feedback, and of course we can also deal out some punishment as necessary. A key element in the success of behavioral modification is in finding unique and enticing forms of positive reinforcement. Kids LOVE technology and for some unclear reason they will put a much greater deal of effort into a repetitive, uninteresting task if it can somehow be linked to technology. (Some would say positive reinforcement may be a factor here, wink wink...) The fact is, the simple task of having students create excel spreadsheets at home and track their own grades on that spreadsheet can lead to greater effort in the classroom. Students not only have the joy of entering values into their spreadsheet and seeing immediate feedback in terms of how that effects their grade, they gain a sense of control over their performance. No longer are grades arbitrary values assigned and managed by the teachers.
As for using technology for other actual learning tasks, teachers can easily motivate their students to take more time on their homework and put more effort into it by simply utilizing resources available on the web. Many activities and quizzes and forums exist on the internet that can be carefully culled and matched to your curriculum needs. These resources can provide students a pleasant break from more traditional learning activities and get them excited and involved. As an English teacher, projects and presentations are a major part of my assessment strategy. While my students are willing to present material up in front of the class, they are much more exited and involved when they create a multi-media presentation that can be viewed either with the good old DVD player, or better yet from the internet. Using technology tools to interest and motivate students provides them with immediate feedback, generally positive that helps them stay involved and excited in the class.
So... feel free to take your .50 cents and plug it into some interesting and incentivizing reinforcement strategies. Odds are you'll end up with more interested and better-performing students.
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