Tuesday, March 13, 2012

Cognitivism in Practice


This week’s resources have left me feeling disappointed in myself.  At the start of the last school year I was involved and continue to be part of a technology grant my district received.  At first, I was eager as could be.  I created digital kits using inspiration.  I had students using the document camera to share their work.  I created concept maps as a partially filled note taking guide for my students.  Basically most of the strategies we discussed this week were ones I tried, but have since thrown to the wayside.  It is not rocket science to understand that students learn best when given these types of opportunities for learning, so why am I not teaching this way?  I believe the lack of time to get through content has forced me to fall into bad teaching habits.  For example, in fourth grade our students must master area and perimeter of a rhombus.  Every year our students struggle to remember which the area is and which the perimeter is.  My colleagues and I have spent a large amount of seat time teaching this concept, but to no avail, the percentage of fourth graders that passed this area on a district assessment was very low.  Yesterday I decided to have them trace their feet and estimate the area and perimeter.  Of course, one lesson my students enjoyed, and there was very little problem with recalling how to solve for area and perimeter or which one was which. 

Dr. Orey mentioned Paivio’s dual coding hypothesis which is information being stored as text and images to improve memory (Laureate education, Inc., 2011).  I could not agree more with this theory.  My building has been working diligently for the last five years now to incorporate what we call visual vocabulary in every content area.  The first few years we printed all the vocabulary, but lately many of us have used some type of software to present the vocabulary electronically.  If I was queen of the world, I would have a classroom set of computers so my students could be responsible for creating the vocabulary presentations.  As it stands now, I will attempt to have students work in small groups utilizing the few computers I have in my room in order to create a slide for a few vocabulary words from our reading unit.  I plan to compare how the results on the final exam are affected by students creating their own.

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

7 comments:

  1. This week’s resources have left me feeling disappointed in myself. At the start of the last school year I was involved and continue to be part of a technology grant my district received. At first, I was eager as could be. I created digital kits using inspiration. I had students using the document camera to share their work. I created concept maps as a partially filled note taking guide for my students. Basically most of the strategies we discussed this week were ones I tried, but have since thrown to the wayside. It is not rocket science to understand that students learn best when given these types of opportunities for learning, so why am I not teaching this way? I believe the lack of time to get through content has forced me to fall into bad teaching habits. For example, in fourth grade our students must master area and perimeter of a rhombus. Every year our students struggle to remember which the area is and which the perimeter is. My colleagues and I have spent a large amount of seat time teaching this concept, but to no avail, the percentage of fourth graders that passed this area on a district assessment was very low. Yesterday I decided to have them trace their feet and estimate the area and perimeter. Of course, one lesson my students enjoyed, and there was very little problem with recalling how to solve for area and perimeter or which one was which.

    Dr. Orey mentioned Paivio’s dual coding hypothesis which is information being stored as text and images to improve memory (Laureate education, Inc., 2011). I could not agree more with this theory. My building has been working diligently for the last five years now to incorporate what we call visual vocabulary in every content area. The first few years we printed all the vocabulary, but lately many of us have used some type of software to present the vocabulary electronically. If I was queen of the world, I would have a classroom set of computers so my students could be responsible for creating the vocabulary presentations. As it stands now, I will attempt to have students work in small groups utilizing the few computers I have in my room in order to create a slide for a few vocabulary words from our reading unit. I plan to compare how the results on the final exam are affected by students creating their own.

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

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  2. I can totally relate to your frustrations. Last year, we recieved a ton of new technology in our building. I spend the summer planning and preparing, and now this year I feel like it fell to the wayside. I feel like this week though, with the learning of concept maps, that it reintroduced me to something that I already know and put on the back burner. It's always nice to share and know that you are not the only one that feels that way! :)

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    Replies
    1. Kristina,
      Thank you. I too received a ton a technology in a years period of time. I am not technology savy, so everything I was implementing fell to the wayside as well. Of course we tend to stop implementing strategies that we are uncomfortable with.

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  3. I teach high school students and they still forget which is area and which is perimeter! And when we get into the different figures with the different formulas for solving perimeter and area, these really throw them for a loop! So, I try and incorporate these types of "basic skills" that need to be mastered into my daily warm-ups. I like to start the day out reviewing and adding one new concept to make them think! I like watching their faces when they actually "get it!" Just giving them those 5-10 minutes of individual "think" time really makes a difference in my classroom. I give them no advice, no input, not even a hint, it’s all them on warm-ups. We then go over the correct answers as a whole group. Usually, this brings on a great class discussion, which is a great transition into the day's lesson!
    So don’t feel bad when your fourth graders are forgetting, because my high school students should have this mastered by the time they get to me and they don’t! Keep your head up and always smile, it helps!!! :)

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    Replies
    1. Thank you Mandie.
      Well, I guess we are not that different then. Fourth graders should be able to subtract, but the majority of my class, well all of my students are still lacking understanding for subtraction with borrowing. I too start out each lesson with subtraction problems, similar to the process in which you use. But, my spirits are lifted now realizing even high school students struggle with area and perimeter. I will be sure to share this with my colleagues.

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  4. Don't be so hard on yourself. We learn and grow just as our students. I believe the major emphasis this Master's program has really instilled in me is to sharpen up self-reflection skills. It sounds to me like you have been reflective and have realized what you can improve on and now making that change. This reflection and the adaptability to allow change is what makes you an effective teacher. Keep up the good work and keep on reflecting.

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    Replies
    1. I know reflecting is a key piece to the development of my professional career. I only wish I had the answers to help create a stronger generation of mathematicians.

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