Cognitive Learning Theory

According to Dr Orey our long term memory is accessed through the processing of the information we receive in diferent steps. First we have the sensory input of this information which goes to the short term memory, with rehearsal this information then accesses the long term memory.
Concept mapping correlates to the instructional strategies and cognitive learning theories by using a key concept and relating it to other information creating a network of information that may be accessed through more than one path. Dual code hypothesis relies on the aspect that images are stored in a different part of the brain to text that goes with it thus creating more than one path for the brain to access this information.
Virtual field trips give the students a full set of images and information, creating even more elaborative paths to access this information.
Cues and questions trigger students’ memories and help them access prior knowledge. Advance organizers help classify and make sense of the content they are to encounter. They also help students focus their learning., Summarizing and note taking are also instructional strategies that help process information into long term memory. They help students' learn to synthesize information.

References:
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works. Alexandria, VA: ASCD.
Laureate Education, Inc. (Producer). (2008). Program five. Cognitive Learning Theory [Motion picture]. Bridging learning theory, instruction and technology. Baltimore: Author.
Laureate Education, Inc. (Producer). (2008). Program six. Spotlight on Technology: Virtual Field Trips [Motion picture]. Bridging learning theoryinstruction and technology. Baltimore: Author.

Behaviorism in Practice

The behaviorist theory definitely has its place in our society. It basically revolves around operate conditioning using two mechanisms:
a) Reinforcement
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, H., Hubbell, E., Kuhn, M., & Malenoski, K., 2007).
Students eventually realize the importance of believing that effort leads to better achievement.
The students are able to achieve better if they review and apply what they have learned and this is one of the main purposes of homework, which should be commented uon by the teacher to reinforce the positive behavior.
To enrich the homework program there are word processing applications, multimédia, spreadsheet applications, web resources, and comunication software.
b) Punishment.
Inadequate behavior has consequences. Some teachers have strategies that involve behavior contracts.



Laureate Education, Inc. (Producer). (2008). Program four. Behaviorist 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.

Reflection

My technology skills as a professional teacher have become better during this course. I was used to working with technology in the classroom but never thought of using podcasts, blogs and wikis. (Those were basically for student entertainment and did not have any educational interest). What was most important is the fact that this course opened my eyes to the fact that any technology may be used in the classroom if the teacher is able to find a way of effectively integrating it into the teaching and learning process.

I have deepened my knowledge of the teaching and learning process by having discovered technology that will help me:
§ monitor the student participation when they work in groups (wiki) and give the students a way of working together while each one is at their own home;
§ post student work to be viewed by other students and the public in general (blogs);
§ record important information that may be downloaded to mp3, iPods or computers for students to listen to anywhere (podcasts).

I am a learner-centered teacher and find that the technology I learned to use throughout this course will help me be able to make the learning process a much easier and interesting one for my students.

I aim to keep up with all the changing technology, and with this new changed view of the educational interest of all technology. Using technology has made it easier to increase student achievement as they are digital natives; technology is their mother tongue and the world in which they live since birth.

My first goal for transforming classroom environment has to do with the opportunities the students have to use a computer in their lessons. Many students bring their laptops to school and in that way they are able to overcome the obstacle of computer shortage for all students. The government has been installing computers in each classroom as well as a projector. This is not good because we need one computer per person.

My second goal has to do with student interest level, When we use new technology students will be more interested in their learning.

Maria

Profiling our younsters

Not having students at the moment I interviewed family members. My youngest daughter (Isabel), two nieces (Inez and Maria José) and a nephew (Fransisco). Their ages vary from 12 to 16 and grades vary between 6th and 11th grades. None of these students have learning difficulties, yet we are able to see that the boy loves playing video games with his little sister while the older girls, although being digital natives, also appreciate reading books.
As happens with most of our young generation, they all have their outdoor planned activities.

These are urban students that have English as a second language.


http://www.podcastmachine.com/podcasts/992

Evaluating 21st Century Skills

I really enjoyed exploring this website. http://www.21stcenturyskills.org/.

The founders are truly interested in developing the 21st century teaching skills and adapting them to the classroom setting. I was very impressed by the quantity and quality of the information found on this website.

The various themes are: Learning and Innovation Skills, Core Subjects and 21st Century Themes, Information media and Technology Skills, Life and Career Skills. This site also focuses global issues. It was fascinating to discover that there were videos associated to the site on the YouTube. There was one site that covers the three steps necessary for 21st Century Learning. I really enjoyed exploring this site. These people seem to be truly interested in developing the teaching skills adapting them to the 21st century. http://www.youtube.com/watch?v=2yCB4i7GJuM

3 Steps for 21st Century Learning
Step 1 - Transform the classroom into a creative learning space.
Step 2 - Teach students the skills of competition and collaboration.
Step 3 - Introduce the students to the global peers and provide the opportunity for them to collaborate.

How I might use a blog in my classroom

I have never used blogs in my classroom, but reflecting on the recent information I have received I feel that this means of communication is very efficient and interesting for students, if used wisely. I may start a blog for the class and ask students to study and post information on different topics. The students would have to interact, commenting each other’s work, all via the blog on specific days of the week. This interaction might develop their interest in reading and writing.
I might start with a discussion topic on global warming and ask the students to participate and read as well as comment on other participations' posts. The students would not only depend on their research material and opinions among themselves, they would also receive opinions from around the world. This is something that could be very motivating for the students seeing that they would be able to feel the importance given to this subject all over the world. I think that a lesson taught in this way would be greatly enhanced, giving the students more liberty to write what they feel and the ability to create a forum for collaboration with other students. I would use this with my eleventh grade students.
Maria Dolores Jardim