In order to understand how learners learn, it is important first to understand the structure and physiology of the brain. There are four lobes namely; occipital lobe which enables sight; temporal lobe in charge of hearing; frontal lobes which are responsible for all higher level thinking; and parietal lobe which integrate sensory data; while the cortex which extends from one ear to the front and back to the other ear, controls all movements except reflexes (Laureate Education, Inc., 2011c). Neurons in the brain make connections to one another through their branchlike dendrites, and the more an impulse is activated, the more the potential of that connection to fire again; which implies that, the more learners practice what has been taught, the stronger the synapse become and the stronger the memory becomes, since memory is the ability to make meaningful connections (Laureate Education, Inc., 2011c). The brain has the ability to make meaningful patterns by associating what is being learned with something already learned, and store the information that is meaningful and discards the unnecessary ones (Laureate Education, Inc., 2011e).
In this course, I was able to see that while brain-based learning says learning occurs when all factors that will enhance the proper functioning of the brain; such as good ventilation, proper nutrition, bodily exercises, and rested bodies; are put in place. On the other hand, learning theorists give their diverse opinions on how learners learn, depending on the theorists’ specific researches.
Behaviorist learning theory has to do with operant conditioning of reinforcement of desirable behavior, and punishment of undesirable behavior (Laureate Education, Inc., 2011b), so the teacher can make use of the instructional strategies of reinforcing effort and homework and practice with the use of WebMATH on http://www.webmath.com/k8drill.html and IXL on http://ixl.com . These sites also provide immediate feedback to the students.
Cognitive learning theory examines the role of brain in processing information and how information can be organized or integrated with existing ones (Lever-Duffy, & McDonald, 2008). In order to enhance cognitive processes, the instructional strategies of cues, questions, and advance organizers; and summarizing and note taking can be used. Embarking on virtual field trips through the use of concept maps found on http://www.spiderscribe.net/ .
Constructivist/Constructionist learning theory asserts that through the cognitive process, learners construct their understanding by building artifacts (Laureate Education, Inc., 2011d); that is the learner is active in building his knowledge. The use of project based learning; as outlined on the website of Edutopia, http://www.edutopia.org is inevitable when this learning theory is being used because learners are given ample opportunity to plan, implement and process the project based on real life issues; at the end of which learners will share the project with others in their group or class (Han, & Bhattacharya, 2001). The instructional strategy that suits this theory is generating and testing hypothesis and the technology tool of choice is Spreadsheet software as the teacher formulate cells and findings and create templates for the students to input their assumptions and summations. Web resources are also available for students to be able to do online investigation and construct of their learning. Such resources include http://explorelearning.com , http://lcse.umn.edu , and http://seriousgamessource.com (Pitler, Hubbell, Kuhn, & Malenoski 2007).
Social learning theories have a hinge with constructivist theory in that social learning theories progress from learners constructing their learning to the importance of cooperating and collaborating with others for the purpose of learning (Laureate Education, Inc., 2011a). Cooperative learning instructional strategy with the use of VoiceThread as the technology tool found on http://voicethread.com/ .
When a teacher makes the right choice of instructional strategies and technology tools, one thing that is assured is that learning will take place. It is amazing at the level of creativity children display, when a proper learning environment is created. Technology which is viewed as “a robust set of instructional tools that help you accomplish the objective of teaching-learning process…is a means to an instructional end, not the end in itself” ((Lever-Duffy, & McDonald, 2008, p.11). It is imperative therefore for teachers to know that the use of technology is basically to enhance the learning process and that the focus is not studying about the tool but learning how to integrate the tool in the curriculum.
In week one of this course, I developed a personal model of learning which I called creative learning theory where learners acquire needed knowledge and skills as a result of their ability to create their learning. In retrospect, the new information I have received in this course points out how my model of learning works hand in hand with the social constructivist as well as the cognitive learning theories. In practice over the past few weeks, I have seen that learners learn best when they are given the opportunity to own their learning through their creativity.
Henceforth, I will take a longer time to plan for my lessons, making the choice of the most appropriate technology tools, and instructional and learning strategies. Though it is really difficult to make a choice, but the two technology tools that I will like to use more with my students are concept maps and VoiceThread. Both these tools allow students collaborate, cooperate and construct their learning. Concept maps help students embark on virtual field trips online which have semblance with real trips and they are able to do project based learning as individuals and especially in groups. On the other hand VoiceThread will give them connection to other people who will share their ideas about a particular topic or problem, so that students can gain relevant and useful knowledge from others. My instructional skills have greatly expanded over the last seven weeks because now I know how to vary my strategies to meet the diverse needs of my students considering that they all differ in their learning styles and intelligences. I have gained the knowledge of Marzano’s nine instructional strategies namely: Identifying Similarities and Differences; Summarizing and Note Taking; Reinforcing Effort and Providing Recognition; Homework and Practice; Nonlinguistic Representations; Cooperative Learning; Setting Objectives and Providing Feedback; Generating and Testing Hypotheses; and Cues, Questions and Advance Organizers (Marzano, Pickering, & Pollock, 2001). I have also gained some skill in integrating appropriate technology in the use of these strategies (Pitler, Hubbell, Kuhn, & Malenoski 2007).
In conclusion therefore, based on the fact that my two long term goals are, firstly; to adequately equip my students with the necessary skills for the 21st century, through; integrating of technology tools in the curriculum and allowing them to own their learning through hands on activities; and secondly; to be a resource person firstly to my school in the next two years and to the government of my state and indeed country in the next five years on the integration of technology in the curriculum. I can achieve this through variation of my instructional strategy and use of technology tool so that I can address all learning needs in my class. I will also begin to enlighten other teachers in my school on the strategies and tools I have learned in this course, thereby mastering them myself.
References
Han, S., & Bhattacharya, K. (2001). Constructionism, Learning by Design, and Project Based Learning. In M. Orey (Ed.), Emerging perspectives on learning, teaching, and technology. Retrieved from http://projects.coe.uga.edu/epltt/ .
Lever-Duffy, J., & McDonald, J. (2008). Theoretical foundations (Laureate Education, Inc., custom ed.). Boston, MA: Pearson Education, Inc.
Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association for Supervision and Curriculum Development
Pitler, H., Hubbell, E., Kuhn, M., & Malenoski, K. (2007). Using technology with classroom instruction that works.Alexandria, VA: ASCD.
