Reflection
As I reflected on my personal beliefs about learning and learning theories, I find that the initial thoughts I had in the first week of my fifth course at Walden are still what I believe. I have deepened some of the thoughts; however, my basic beliefs are the same. I think most of the learning theories I have studied are not in conflict with each other, but are simply different parts of the “elephant.”
Until this year, I have taught students primarily through visual representations, because that is how I tend to learn best. Because of this course, I started using many different mediums. I am using the computer, the internet, manipulatives, recordings, collaboration, wikis, VoiceThreads, and the like.
As I researched learning theories, I found that no matter how they are categorized, they all involve an active learner (Laureate Education, Inc., 2010b). Retrieval depends on how well information is encoded. Encoding is most effective when it is connected to something that is already known (Lawrence, 2009). Students learn by experiencing lessons through different mediums which address the senses and by practicing them over and over again. If students do not practice what they have learned, I have found that they do not continue to retain the information for easy retrieval (Laureate Education, Inc., 2010a). I believe that the best learning takes place when students begin with something they already know or have experienced. Using a previous knowledge and building on that to introduce new concepts seems to make the easiest transition to permanent memory (Laureate Education, Inc., 2010c). I also believe that the more immersed a student is in the learning experience;,the better the memory of that concept will be (Orey, 2001).
In today’s world of computers and technology, educators should be scrambling to keep up. However, I am afraid that technology is leaving many educators behind. It is our job as educators to prepare students for life. We must teach them about the changing world around them. They must learn how to use technology. We as teachers must use technology more and more to help students learn and retain knowledge.
I have already made so many adjustments in the way I teach. As we were learning in this course, I was making those changes in my instructional strategies. It was so exciting to teach students new technologies and new ways to learn math concepts. We created wikis, blogs and VoiceThreads. We experienced virtual field trips. I have adjusted my teaching from a lecture, worksheet based instruction to a more active, creative, student centered classroom. I am asking deeper questions, causing students to think on a more challenging level. I am also using strategies more effectively. There are still more things I want to try with my students.
Creating a virtual field trip and a website for teachers and students to learn concepts are two things I still want to implement in my classroom. These things would enhance student learning, and benefit others as well. I have thought about the possibility of making a virtual field trip by filming at a construction site. I would like to get students involved by taking a field trip to a construction site. We could interview the construction workers about how they use math daily, and we could film that as well as hear and see them giving us examples of it.
I have already asked my school principal to consider letting me teach a technology course to middle school students next year. I want them to create things for others to use. I want them to learn how to search the internet and create things on the web. I would like to see my pupils become fluent at creating wikis, VoiceThreads and the like to share with others. I have learned so much form this course. I did not know wikis and VoiceThreads even existed. Now I have many tools as well as knowledge to use and search for new tools to pass on to students, teachers and parents.
It is difficult to think of two long term goals for my instruction because my job is changing, and I will not teach a math class next year. My primary responsibility is to teach at risk students, and I have a specific way my school wants that done. I have, however, asked to teach a technology class to middle schools students. If I get to do that, I will use email and chat to give assignments. I will also make sure they are creating things that can be used by teachers and students. I want that class to create websites for teachers who do not have them. I would like to see us help teachers get as much of their lessons online as possible. It would be so helpful to parents if they could go online to see what their children were learning, and maybe refresh their own memory so they can help their child learn.
I also want to create a place where games and websites are easy to locate for teachers and students. It takes so long to go through websites and games and find the ones that are really usable in the classroom. If someone else could find what you need, that might be really helpful. We could even survey and accept email suggestions to find what teachers want.
In my dreams, I would inspire other teachers to use technology and drive our district toward paperless classrooms. I would like to see us not worry about snow days anymore and have online class on those days. This course has started so many things spinning in my head. I have pitched ideas to administrators, and I am excited to see where this will take us.
References
Laureate Education, Inc. (Executive Producer). (2010a). Program one. Understanding the brain
[Webcast]. Bridging learning theory, instruction and technology. Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010b). Program three. Instructional theory vs.
learning theory [Webcast]. Bridging learning theory, instruction and technology.
Baltimore, MD: Author.
Laureate Education, Inc. (Executive Producer). (2010c). Program two. Brain research and
learning [Webcast]. Bridging learning theory, instruction and technology. Baltimore,
MD: Author.
Lawrence, K. (2009). How memory retrieval works. Retrieved from http://www.suite101.com/
content/how-memory-retrieval-works-a128330
Orey, M. (Ed.). (2001). Emerging perspectives on learning, teaching, and technology. Retrieved
from http://projects.coe.uga.edu/epltt/index.php?title=Main_Page
