Social Learning Theory

          "The instructional strategy of cooperative learning focuses on having students interact with each other in groups in ways that enhance their learning" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 139). According to Dr. Orey the social learning theory stresses that students actively engage in constructing artifacts and conversing with others. (Laureate Education, Inc., 2011a).  Therefore, cooperative learning and the social learning theory are closely related.

            In my classroom, I use cooperative learning often because my students learn a lot from each other and they enjoy working together. PowerPoint is one tool that I have my students use to create presentations in groups. In the past, I had students work on skits, posters, brochures and many other cooperative learning activities. I now see that there are many educational technology tools that can be used within the classroom that encompass principals of the social learning theory.

            "Creating a video is a complex task that requires many roles and responsibilities" and is a great example of the social learning theory that can be applied within the classroom (Pitler, et.al, 2007, p. 141). This activity can involve students in many ways and students can work together to create a video project in the classroom. Creating web sites or webquests are also two activities where students can work cooperatively. Another great tool that I was introduced to this week is the Voice Thread. The voice thread is an online social learning tool that can be used within the classroom. According to Kevin Jarrett, voice thread is like a photo album where people can upload images or video and comment on it through text, video, or audio (Laureate Education, Inc., 2011b).  This application gives students the opportunity to collaborate whether they are in the same room or across the world. It is another great example of learning through the social learning theory. I created a voice thread for a possible lesson that I would like to do with my students. By creating this voice thread I was able to see how easy it will be for my students to collaborate and work cooperatively together by making comments or by creating their own. This is a link to the one I created:  http://walden.voicethread.com/share/3266178/.

            These activities enable students to learn from each other and enhance their understanding through collaboration. As stated by Dr. Orey the "more knowledgeable other" is the person or thing that the learner needs to help them learn in a social learning environment (Laureate Education, Inc., 2011a).  Cooperative learning activities like the ones mentioned above allow students to learn from someone or something that has more information; that someone can be their classmate or teacher and that something can be a specific website or book. Technology has created more opportunities to use the social learning theory within the classroom.

References

Laureate Education, Inc. (2011a). Social learning theories. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342106_1%26url%3D

Laureate Education, Inc. (2011b). Spotlight on technology: VoiceThread. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342106_1%26url%3D

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Constructivist and Constructionist Learning Theories

         Constructivist theories assert "that knowledge is not simply transmitted from teacher to student, but actively constructed in the mind of the learner" (Orey, 2001). Whereas, "constructionism suggests that new ideas are most likely to be created when learners are actively engaged in building some type of external artifact that they can reflect upon and share with others" (Orey, 2001). The constructionist theory goes deeper than the constructivist one because it emphasizes the creation of these artifacts.

            There are various instructional strategies that can be used within the classroom that support the constructionist learning theory. In a constructionist learning environment the teacher is there to facilitate the learning and the learner is the one who takes ownership of their learning. One technology oriented strategy that majority of educators already use that correlates with this theory is the PowerPoint.  Having your students create PowerPoint presentations about a certain topic and later present these to the class is one great example of constructionism because the students are the creators and designers. This is one approach that I use often and see how much my students enjoy creating and designing their own PowerPoint presentations.

            Learning by design "emphasizes the value of learning through creating, programming, or participating in other forms of designing" (Orey, 2001). There are many educational technologies that allow for students to learn by design, one mentioned already is PowerPoint, and other ones can include but are not limited to web quests, wikis, blogs, podcasts and web pages. All of these tools allow for students to create something online. Students can work independently or collaborate with their peers when using these tools. All of these tools can be an asset to a classroom because they not only correlate with constructionism but they all offer fun and exciting ways that students can enjoy participating in and learning from.

            Generating and testing hypothesis can be another instructional strategy used with the constructionist learning theory. "When students generate and test hypotheses, they are engaging in complex mental processes, applying content knowledge like facts, and vocabulary, and enhancing their overall understanding of the content"(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 202). Teachers can have students generate and test hypothesis by using an array of software and online tools that are now available. "Web resources and gaming software, in the form of interactive applets and simulations, allow students to use background knowledge, make decisions, and see the outcome of their hypothesis" are great tools that support constructionist learning principles"(Pitler, et al, 2007, p. 212). Students are immersed in the experience of these games and learn from them. Our students live and breathe technology and incorporating educational technologies in the classroom will make them more engaged in the learning process. Many teachers like me enjoy using this learning theory because it really engages students. However, incorporating technology with this theory can make it even more exciting and educational.

References

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Constructionism,_Learning_by_Design,_and_Project_Based_Learning

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Cognitive Learning Theory

         According to Dr. Orey cognitive tools have several roles and "their roles allow students to interact with information in order to acquire, synthesize, create, and share new knowledge" (Orey, 2001). Therefore, the cognitive learning process allows for students to acquire the information in various ways and by "integrating multiple senses in presentations improve learning." (Laureate Education, Inc., 2011). If students use multiple senses while learning they will make stronger connections.

            "The instructional strategy cues, questions, and advance organizers focuses on enhancing students' ability to retrieve, use and organize information about a topic" (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p.73). This is one example of a cognitive learning strategy to use within the classroom. Cueing, questioning and creating advance organizers helps students activate multiple senses and make connections in their brain. This way they will be able to use their prior knowledge and build upon that knowledge to acquire new information. This instructional strategy will help students understand the material more effectively because it will be presented and provided in various ways giving students more opportunities to understand it. Summarizing is another great instructional strategy because you have to synthesize the information you have learned and put it in your own words. (Pitler, Hubbell, Kuhn, & Malenoski, 2007). When summarizing you have to understand what you have read, heard, or learned in order to successfully be able to put it in your own words. This is another great tool to use for understanding that supports the cognitive learning theory.

            "Cognitive tools impact student learning by causing them to think about information instead of reproducing and/or recalling information." (Orey, 2001) Therefore, questioning, organizing, cueing, and summarizing are all tools that will support cognitive learning.  All of these strategies allow for students to really think about the information. This means that students have to access prior knowledge and build upon that knowledge to learn and understand new topics.

            Whether you use the cognitive learning theory to support student understanding or not, it is important to know what it is and how instructional strategies can be used along with this theory.

References

Laureate Education, Inc. (2011). Cognitive Learning Theories. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342106_1%26url%3D

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Cognitive_Tools

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.

Behaviorist Instructional Strategies

          "In defining behavior, behaviorist learning theories emphasize changes in behavior that result from stimulus-response associations made by the learner." (Orey, 2001) Today, there are still instructional strategies that many educations use in the classroom that correlate with the behaviorist learning theory. Educators use many methods to control behavior within the classroom. "Contracts, consequences, reinforcement, extinction, and behavior modification" are all examples of behaviorist applications used in the classroom. (Orey, 2001) Teachers use these strategies to ensure that their classrooms run smoothly and effectively. However, behavior management should not be the only reason for the use of the behaviorist learning theory.

            "The instructional strategy of reinforcing effort enhances students' understanding of the relationship between effort and achievement by addressing their attitudes and beliefs about learning."(Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 155)  The attitudes and beliefs about effort and learning that students have were acquired through repetition and a behaviorist approach. This strategy is a clear example of how behaviorist principles can still be used in today's classrooms. One way that students can change their outlook and attitude is by tracking effort on a spreadsheet, as done by Ms. Powell, a fifth grade teacher. (Pitler, Hubbell, Kuhn, & Malenoski, 2007)  Behavior and effort go hand in hand. This teacher had her students track their effort by referring to a rubric and then compare their grades to their effort score. This activity would allow students to see if their grade was impacted by how much effort they put into their work. This was a four week long project developed by Ms. Powell to show her students that effort and achievement are co-dependent.  "Students need consistent and systematic exposure to teaching strategies like this one in order to really grasp the impact that effort can have on their achievement." (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 159)  By having her students log their effort and compare their grades Ms. Powell was using a behaviorist approach. She was conditioning them to see and understand how important it is to put forth effort in order to see positive results. What this will do in turn for the students is show them that if they behave a particular way there will be either a positive or negative impact on their grade.

            Another instructional strategy where the behaviorist theory and technology are involved is homework and practice.  Students can work on their homework and practice skills using "multimedia such as educational games and interactive simulations" and they can also use various web resources that "allow students to practice concepts and skills repeatedly from their homes." (Pitler, Hubbell, Kuhn, & Malenoski, 2007, p. 194-5)  By using these technologies students are immersed in a behaviorist learning environment. They can play an online game and get a result quickly to determine if they are correct or not. In essence, they are getting instant feedback from these resources and are learning from them, as you would in a behaviorist setting. (Laureate Education, Inc., 2011) In most computer games bells and whistles go off when you reach a new level or get an achievement, in the classroom the teacher gives you a positive reaction if you get an answer correct or do well in class. These are both clear examples of the behaviorist learning theory.

            After examining the behaviorist learning theory I now understand how present it still is in today's classrooms. There still continues to be many instructional strategies that correlate and coincide with behaviorist principles. "Educational technologies have become the tools that a teacher might use to create an effective instructional event", no matter what learning theory you use. (Lever-Duffy, & McDonald, 2008, p10)  It is clear that the behaviorist theory, in this case, still continues to be used in today's classrooms by many teachers using various educational technologies.

References

Laureate Education, Inc. (Producer). (2011a). Behaviorist learning theory [Video webcast]. Bridging learning theory, instruction and technology. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_1342106_1%26url%3D

Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.

Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/index.php?title=Behaviorism#Modeling.2C_Shaping.2C_and_Cueing

Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.