“What do we KNOW about teaching and learning theories? How do we know?”

I am sensing that this a loaded question, and one that I will probably not get right, but here is goes.  We or I, since I can only speak for me, know the different teaching and learning theories and try to use them within my classroom, so that I might be able to reach all of my students.  I can’t say that I would do well in a Jeopardy category about the teaching and learning theories, since I still have to look them up to refresh the information lodged in my head, but I have to ability to do the research! 

How do we know?  Well, the internet contains a plethora of information about these theories, or if we were lucky enough, we have professors that made sure that we knew each other, or at least the names of each one.  I had a few undergrad professors that simply skimmed over a few of them if they did not care for the theories. 

I know enough to locate information about each theory.  I know more about some than I do others in that I have practiced the theories in my classroom.  I know about these theories because at some point I was a student learning about them or a teacher using the theories in my room.

According the dictionary.com, religion is a

a set of beliefs concerning the cause, nature, and purpose of the universe, esp. when considered as the creation of a superhuman agency or agencies, usually involving devotional and ritual observances, and often containing a moral code governing the conduct of human affairs.

while theory is…

1.  a coherent group of general propositions used as principles of explanation for a class of phenomena: Einstein’s theory of relativity.

2.	a proposed explanation whose status is still conjectural, in contrast to well-established propositions that are regarded as reporting matters of actual fact.

Of course I must note that the above definitions are not the complete defintions for either word, but will help me answer the question of “Is constructivism a theory or religion? Why?”

My personal opinion is that constructivism is simply a theory, but I could see how people could make it their sole religion.  I have to agree with Amy’s statement the while we do not tend to “dabble” in other religions from our own beliefs, we as teachers will use one, two, or more theories/styles when we are teaching.

I am choosing to discuss Problem-Based Learning for this blog.  I have researched this theory for a previous class and have used this within my own classroom.  PBL requires students to work in cooperative groups and solve real-world problems.  I must admit,sadly, that had I had a math teacher that would have used this theory and the problem of how much carpet is needed in a room, I would have learned more in math than the basic equations and facts.  I would have been learning with my hands (not literally) and letting the knowledge sink deep into my brain.  Fast forward to a few years after high school to the day I needed to figure out exactly how much carpet I would need in our new home.  My husband, luckily, is the math genius in the house, so he instantly knew how much was needed, but I would like to have that same knowledge. 

PBL allows students to dig deep (depending on the problem) and learn why math, science, language arts, and even social studies is important and how it still relates to their lives today.  While this isn’t a theory that I would employ everyday in the classroom, it would help to provide the higher order thinking that so many students today simply don’t have or get as much as they need to.

We were asked to get an article from Downes relating to theory and blog about it.  I found one on his blog that not only links to another author, but also to Siemen’s which we were to check out.

Connectivism is a theory and on Downes blog, he discusses the fact that Carroll sees the link between the internet and the theory.  Basically the more we are connected to each other, the more we are learning.  Since we have discussed the roles of teachers and students, this topic seems to establish the basis that we are all teachers and students.  Is it fair to say that the more people we are connected to, the more we will learn, or am I not even in the right thinking?

One day I think I have a handle on blogging for this class, and the next thing I know…I am behind in even posting the first blog.  I have hit my frustration level in trying to play the game for 688.  I can’t seem to remember basic cardinal directions while playing that game and apparently my character doesn’t warrant a level. 

Since I am behind in posting (Nate, just forget I mentioned that) I thought I would give a shout out to where I am at.  Currently sick at home, but who cares about the effects of getting a flu shot, not to mention the chicken pox that is currently floating around town. 

So on with my blogs!!!

I have struggled with the answer to this question “How do we deal with “front row/back row” dynamics online?”

I like what Diana said about front row/back row in her blog.  Her example was in regards to a chat room.  I am one of those that seem to speak only when I am confident.  When I do speak, and don’t receive any type of comment from anyone, then I get the feeling that I am, well let’s just say, stupid.  I know that I am not, but I also know that I don’t always type what I am truly meaning to say. 

When dealing with those “front row/back row” students online, I would say that we should make a valiant effort to ensure that they are being treated the same.  I am sure that it easy for Dr. Lowell to tell which of us are front row students and those who wish to remain in the back row.   

Not wanting to offend anyone, I need to provide an example of what I mean.  I call this the Baptist syndrome.  I am a ”Back row Baptist.”  I mean this as I will participate in church, but I also want to be one of the first out of the door.   

Those students may be the ones that want and will do the work, but they don’t want to be the overachievers.  Do the work, but not the most work might be the better way to state it.   With that being said, I am now headed to church!

First, let me preface the title by simply saying that I teach seventh and eighth grade.  Over the 2 years that I have been teaching, I may have actually heard this name attached to one or two students. 

Now, if I recall my primary school years, this name was often associated with the students who were eager to please the teacher. This could be in the form of helping the teacher in the classroom or by being the one to always attempt to answer, usually correctly, a question that the teacher may have asked.  Some teachers may have shown more attention to these students, but it didn’t seem to destroy the other students’ attitudes about themselves. 

I believe that the “teacher’s pet” comes into play during classroom discussions to provide a balance between the teacher and all of the students.  They also appear during what I call “housekeeping” moments, such as passing back papers or distributing materials and supplies.   Maybe we could coin a new name for teacher’s pet, by saying that they are “do-it-all’s”.

This week we were asked the question of “In the dynamic system that is a course, is there more than one role for students?”  My response to this question would be yes, there is more than one role for students. 

Students are not only learners, they must also become active participants within the course.  The students are learners, but they are also teachers.  Cooperative learning groups will easily define who is a teacher and learner.  In order to make sense of any course, be it online or face to face, a student has to take an active role, at least in order to derive something from the course.  One can not simply show up for class and take away anything from the course content that will provide them with knowledge at a later time.  Students have to become active learners, teachers, and participants.

After reading the article “Teachers and Students Meet in the Middle: As Learners!, I wasn’t all that surprised by what the author had to say.  While I expect to be more knowledge about the curriculum than my students, I don’t expect  to walk into my classroom and be the only expert present. 

I view everyone as having the ability to learn and teach others.  There is an ad on the radio, and also on tv, about taking the time to discuss things with your children.  The basic principle of the ad is to get parents to talk with their children about simple things they might encounter, such as shapes or math  problems.  I have been working with my three-year-old on his colors.  We talk about the color of cars, stop lights or even buildings.  Isn’t life  in general a teaching moment where we are all learners as well as teachers?

The author asks the question of “How are you learning from your students?”  I have learned not only new vocabulary words, but also about how to use technology….I still have issues with connecting the right cables to the tv.

Nate brought this up the other day and mentioned that he was surprised at the number of teachers that didn’t know what zone of proximal development was.  I suppose that I am among the few that had ZPD drilled into my brain while completing my undergraduate work.  I was, however, suprised to discover that some of the software that we are currently using in school measures ZPD…I probably shouldn’t say suprised, but rather that I hadn’t thought of it that way.  I found this information on wikipedia…

ZPD has been implemented as a measurable concept in the reading software Accelerated Reader. The developers of Accelerated Reader describe it as “the level of difficulty [of a book] that is neither too hard nor too easy, and is the level at which optimal learning takes place” (Renaissance Learning, 2007). The STAR Reading software suggests a ZPD level, or it can be determined from other standardized tests. The company claims that students need to read books that are not too easy, so as to avoid boredom, and not too hard, so as to avoid frustration. This range of book difficulty, so claimed, helps to improve vocabulary and other reading skills.

Students take the STAR reading test to determine the AR level and points that they will need. The students then read books within their range for a pre-determined number of points. 

Understanding students’ ZPD is a necessary part of teaching and planning for instruction.