Module 2 comments

I responded to Vaughn Bradley and Sarah Dillahunt.

http://vaughnswalden.blogspot.com/

http://sarahdwaldenu.blogspot.com/

Module 2 Post

EDUC 7105~ Module 2

When discussing learning theory, Bill Kerr (2007) poses the question, “Should we stick to the –isms (constructivism, behaviorism, connectivism) or be more pragmatic and ‘cherry pick’ different useful ideas from the various theories?” In reflecting on my own teaching strategies, I feel that I do ‘cherry pick’ ideas from various theories. I feel that each student is different in how he/she connects to new content; therefore instructors must be flexible in order to meet the needs of all students. When working with students who are behavior challenged, I often use a reward system, offering small rewards for meeting small goals and larger rewards for meeting larger goals. This act fits with the behaviorism theory, teaching these students that when they perform a specific behavior, they are rewarded. An example of approaching education with cognitivism theory is giving my students learning style assessments then using that information to work with students in small groups and to assign various tasks to show proof of content mastery, allowing students to choose the task which best suits him/her.

Kapp (2007) seems to agree with this approach, stating “learning” is not one thing…it is a multi-layered word that tends to get treated as if it were just one thing…and it’s not. It is multi-facetted and that is why developing new models for “learning” is so difficult…there are too many levels for one school of thought or one model to do it all.

Kerr, B. (2007, January 1). _isms as filter, not blinker [Web log post]. Retrieved from
http://billkerr2.blogspot.com/2007/01/isms-as-filter-not-blinker.html

Kapp, K. (2007, January 2). Out and about: Discussion on educational schools of thought [Web log post]. Retrieved from http://www.kaplaneduneering.com/kappnotes/index.php/2007/01/out-and-about-discussion-on-educational/

7105~ Responding

I have posted responces to Vaughn Bradley and Andres Anzaldua for Module 1.

EDUC 7105 Module 1

EDUC 7105 Module 1 Post
In reviewing Siemens’s “metaphors of educators” I feel that the metaphor which best describes the role I play in my classroom is “Educator as Curator”. I feel that you learn best by doing, however, as Siemens (2007) states the educator is the expert with the knowledge base and must understand the frustration of exploring unknown territories. In my classroom, I often use the workshop model to provide instruction. In this model, I lead a short lesson either introducing or reviewing material. I then allow students to struggle with this skill via a task in order to allow the student to gain knowledge on his/her own. We then move into working with partners or small groups to gain knowledge and understanding from one another. From there, students work independently in order to complete a task. This process can take 1 class period or several days, depending on the material. Throughout the process, I mingle with groups, listening to conversations, and often asking questions in order to promote higher level thinking. At the end of this process I allow students to share what they have learned, any strategies they used, resources they found helpful, etc, with their classmates through presentations.

In doing this, I give my student a “piece” of their learning while they further explore the concept, create proof of learning, and connect with peers.

Siemens, G. (2008, January 27). Learning and knowing in networks: Changing roles for educators and designers. Paper presented to ITFORUM. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf